\o 


State  Board  of  Education 


EDUCATIONAL  BULLETIN 

Educational  Bulletin  No.  21  Indiana  Survey  Series  No.  6 


REPORT  OF  THE 

INDIANAPOLIS,  INDIANA,  SURVEY  FOR 
VOCATIONAL  EDUCATION 


VOLUME 

Charles  H.  Winsloiv, 
Director  of  Vocational      esearch 


APR 


t-n  <ci^vaij 


Southern  Branch 
of  the 

University  of  California 


Los  Angeles 


Form  I.-i 

L.C 


The  Indiana  State  Board  of  Education 

EDUCATIONAL  BULLETIN 

Educational  Bulletin  No.  21  Survey  Series  No.  6 


SOUTHERN  BRANCH, 

UNIVERSITY  OF  CALIFORNIA, 

LIBRARY, 
ANGELES,  CALIF. 


REPORT  OF  THE 

INDIANAPOLIS  SURVEY  FOR  VOCATIONAL 
EDUCATION 


VOLUME  II 


CHARLES  H.  WINSLOW 

SPECIAL  AGENT  FOR  VOCATIONAL  RESEARCH 


Application  for  entry  as  second-class  matter  at  the  post  office 
at  Indianapolis  pending. 


INDIANAPOLIS 
January    1,    1917 


61209 


TABLE  OF  CONTENTS. 


PART  I. 

FINDINGS  AS  TO  INDUSTRIES. 

PAGE 

I.  Automobile  industry 1 

Growth  of  the  industry 1 

Types  of  manufacture 2 

Repair  and  upkeep 2 

Conditions  within  the  industry 2 

Apprenticeship 4 

Occupations 5 

Table  1 — Statistics  of  occupations  in  the  automobile  industry .  6-8 

Motor  car  engineering 8 

Stores  and  storekeeping 8 

Tool  making 9 

Foundry 10 

Automobile  machinists 10 

Operation  sheet  for  crank  case 12 

Heat  treatment  of  steel 15 

Instruments  of  precision 17 

Electric  welding 19 

Acetylene  welding 21 

Assembling 22 

Bench  and  sub-assembly 24 

Electricians 24 

Body  building 25 

Upfitting 26 

Top  and  trim  drafting  and  cutting 27 

Trimming v.  . 27 

Top  making 28 

Painting 28 

Inspection 29 

Motor  testing 30 

Road  testing 31 

Women  in  the  industry 31 

Service  and  repair 31 

Automobile  parts  and  accessories 33 

Occupation  analysis  charts 34 

II.  Machine  shop  work,  blacksniithing,  boiler-making  and  drop-forging  34 

Scope  of  the  Survey 34 

Specialization 35 

Classes  of  workers  in  machine  shops 35 

Table  1 — Number  of  workers  classified  by  occupation  and  range 

of  wages  per  hour  in  thirty-three  machine  shops 36 

(V) 


vi  CONTENTS 

PAGE 

II.  Machine   shop   work,   blacksmi thing,    boiler-making,   andj^drop- 

forging — Continued. 

Apprenticeship 37 

Wages 38 

Promotion 38 

Changing  requirements 38 

Occupations  of  workers  in  blacksmith,  boiler-making  and  drop- 
forge  shops 38 

Table  2 — Number  of  workers  in  blacksmith  shops,  boiler  shops, 

and  drop-forge  shops,  classified  by  occupations 39 

Blacksmithing 39 

Blacksmithing  in  railroad  car  shops 40 

Boiler-making 43 

Drop-forging 43 

III.  Foundry  industry  . .' 45 

Scope  of  the  Survey 45 

Women  in  the  industry 45 

Colored  and  foreign  workers 45 

Brass,  bronze  and  trade  alloys 46 

Aluminum 47 

Iron ' 47 

Malleable  castings 48 

Steel  castings 49 

Materials  and  processes 50 

Moulding  sand 50 

Core  sand 50 

Core  making 50 

Melting 51 

Operating  the  cupola, 53 

Pouring 54 

Analysis  of  occupations 54 

IV.  Sheet-metal  industry 56 

Sheet-metal  working 56 

Jurisdiction  of  the  trade 57 

Materials 57 

Number  of  establishments 57 

Inside  jobbing  and  assortment  work 58 

Outside  jobbing 58 

Furnace  work 58 

Automobile  sheet-metal  work 58 

Slack  season 58 

Lack  of  skilled  mechanics 58 

Workers  in  sheet-metal 58 

The  helper 59 

Apprentices 59 

Women 59 

Requirements 59 

Recommendations . .  59 


CONTENTS  vii 

PAGE 

V.  The  woodworking  industry 60 

Importance  of  the  industry 60 

Products 61 

General  occupational  characteristics 62 

Casket  making 63 

Car  repairing '•••.•• 63 

Box  making 64 

Trucks  and  money  drawers 64 

Flooring 64 

Pattern-making 65 

Excelsior ; 65 

Bent  wood 66 

Auto  construction 67 

Veneers 67 

Cooperage 68 

VI.  Telephone  industry 70 

Importance  of  the  industry 70 

Occupations 70 

Table  1 — Number,  rate  of  wages  and  age  of  telephone  employees 
classified  by  occupation  and  average  time  required  to  learn 

occupation 71 

Operators 72 

"A"  operator : 72 

"  B  "  operator. 73 

Toll  operators 74 

Auxiliary  operators 74 

Chief  operators  and  supervisors 74 

Pay  station  attendants 75 

P  B  X  operators .  75 

Traffic  observers 75 

Term  of  service,  age,  and  schooling  of  operators 76 

Table  2 — Months  sendee  of  896  telephone  operators 77 

Table  3 — Age  of  896  telephone  operators 78 

Table  4 — Grades  completed  by  896  telephone  operators 79 

The  plant  department 79 

Line  construction  underground 79 

Linemen 80 

Groundmen 80 

Overhead  and  underground  cable 81 

Splicing  cable 81 

Testing 81 

Repair  department 82 

Wire  chiefs  and  testers 82 

Switchboard  repairmen 82 

Line  and  instrument  repairmen 83 

Equipment  installers 83 

Instrument  installers 84 

P  B  X  installers 84 

Cut-over  wire  chiefs  and  helpers , 84 

Assignment  men  and  clerks 84 


viii  CONTENTS 

PAGE 

VII.  Heat,  light,  and  power  generation 84 

Power  department 85 

Overhead  department 85 

Underground  department 85 

Heating  department 85 

Meter  department. 86 

Sales  department 86 

VIII.  Transportation 87 

The  transportation  department 88 

Functions  and  occupations 88 

Superintendent 88 

Division  inspector 88 

Instructor 88 

Station  foreman 89 

Conductor 89 

Motorman 90 

Assistant  station  foreman 91 

Car  shifter  and  car-shifter  helper 92 

The  mechanical  department 92 

Functions  and  occupations 92 

Master  mechanic 92 

Foreman  of  the  general  shop 92 

Blacksmith  and  blacksmith  helper * 92 

Machine  operator  and  helper 92 

Armature  winder  and  helper 93 

Tinsmith 94 

Pipefitter  and  helper 94 

Welder , 94 

Wireman  and  helper 95 

Pitman  and  helper 95 

Brake  repairman 95 

Controller  man 96 

Carpenter  shop  foreman 96 

Patternmaker 96 

Carpenter  and  helper 96 

Woodworking  machine  operator 97 

Paint  shop  foreman 97 

Painter 97 

Car  cleaner 98 

Chief  and  head  car  inspectors 98 

Car  inspector 98 

Car  shifter  and  helper 99 

Car  cleaners 100 

Laborer 100 

The  track  department 100 

Functions  and  occupations 100 

The  chief  engineer  and  the  superintendent 100 

General  foreman  of  the  machine'and  tooljdepartment 100 


CONTENTS  ix 

VIII.  Transportation — Continued.  PAGE 

Blacksmith  and  helper 100 

Hoisting  engineer  and  craneman ; 101 

Superintendent  of  paving  and  paving  foreman 101 

Paver  and  laborer 101 

Supervisor  of  construction 101 

Foreman 101 

Track  man 101 

Trainmaster 101 

General  foreman  of  maintenance 102 

Track  foreman  and  laborer 102 

Machine  welder  and  helper 102 

Machine  grinder 102 

Switch  repairman 102 

Curve  cleaner 102 

Night  watchman 102 

Yard  and  store  clerks 102 

The  overhead  department 103 

Functions  and  occupations 103 

Superintendent 103 

Line  foreman 103 

Lineman 103 

Groundman 103 

Driver 103 

Bonding  man  and  helper 103 

Storekeeper  and  helper 104 

The  power  department 104 

Functions  and  occupations 104 

Chief  engineer 104 

Chief  operating  engineer 104 

Turbineman 105 

Water  tender 105 

Switchboard  operator 105 

Electrical  repairman 105 

Repair  machinist 106 

Oiler 106 

Fireman 106 

Boiler  washer 106 

Craneman 106 

Power-station  laborer 106 

Summary 106 

IX.  The  building  trades 107 

General  outline  of  plan  for  vocational  education  in  the  building 

trades 110 

Status  of  building  conditions 112 

Table  1 — Number  and  value  of  work  covered  by  building  per- 
mits    113 

Number  of  workers,  with  apprentice  regulations,  and  wage 115 


x  CONTENTS 

IX.     The  building  trades — Continued.  PAGE 

Table  2 — Number  of  workers,  apprenticeship  regulations,  and 

wage  per  hour 116 

Operations  in  modern  building 117 

Preparing  site 117 

Preparations 117 

Excavation 118 

Materials  and  equipment 119 

Underpinning 120 

Form  building 120 

Footing 121 

Walls 121 

Columns  and  beams 121 

Concrete  and  tile  floors 122 

Openings 123 

Runways 123 

Floors 123 

The  terra  cotta  tile  arch 123 

Reinforced  concrete  slabs 124 

Cylindrical  forms 124 

Ribbed  or  knocked  down  core  construction 124 

Concrete  mixers  and  mixing 125 

The  charge 125 

Pouring 126 

Upper  floors 127 

Structural  steel  as  building  material 127 

Fabricating  shops 128 

Fabricating 128 

Analysis  of  occupations 129 

Erectors 130 

Form  building  for  structural  steel  buildings.  .  .  .• 132 

Ceiling  for  last  story 133 

Roof 133 

Stairways 133 

Form  wrecking 133 

Outside  walls 134 

Inside  walls 135 

Installation  of  pipes 135 

Door  and  window  frames 136 

Special  concrete  work 136 

Grounds  and  metal  corners 136 

Lathing 136 

Plastering 137 

Plumbing 137 

Heating  and  ventilating 138 

Sewers 138 

Basement  floor 138 

Terrazza 139 

Base 140 

Tile  floor. .  141 


CONTENTS  xi 

IX.  The  building  trades — Continued.  PAGE 

Tile  base  and  wainscoting 141 

Mosaic  floors 141 

Marble  floors 142 

Marble  panels 142 

Wood  floors 142 

Floors  in  general 143 

Stairway  finishing 143 

Fire  escapes 143 

Elevators 143 

Electric  wiring 144 

Interior  trimming 144 

Painting  and  decorating 144 

Inspection 144 

Occupational  analysis 145 

The  carpenter  and  framer 145 

The  carpenter  and  joiner 145 

The  stair  builder 146 

The  floor  layer 146 

The  apprentice 147 

Stonemasons 147 

Stonecutters 147 

Marble  setters 148 

The  bricklayer 148 

Hod  carriers 149 

Cement  finishers ; 149 

The  elevator  constructor 150 

Painters  and  decorators 150 

Paperhangers 151 

Sign  painting 151 

Hoisting  engineers 152 

Steamfitters 152 

Plumber ." 153 

Sheet-metal  workers 154 

Electrical  workers 154 

Plasterers 155 

Structural  and  ornamental  iron  workers 156 

X.  Salesmanship 157 

Store  organization 160 

Executive  positions 161 

Superintendent 161 

Advertising  manager 162 

The  floormanager 164 

The  buyer 164 

Selling  positions 165 

The  inspector 165 

The  aisle  or  booth  girl 166 

The  saleswoman 167 

The  salesman . .  169 


xii  CONTENTS 

X.     Salesmanship — Continued.  PAGE 

Special  salespersons 170 

The  salesperson  of  infants'  and  children's  garments 170 

The  handkerchief  salesperson 171 

The  gloves  salesperson 171 

The  corset  salesperson 172 

Ready-to-wear  garments  salesperson 173 

The  millinery  salesperson 173 

The  silverware  salesperson 174 

The  shoe  salesperson 175 

The  men's  finishing  salesperson 176 

The  salesperson  in  the  art,  drapery  and  decorating  department .  176 

The  salesman  of  rugs  and  carpets 176 

The  book  salesperson 177 

The  furniture  salesman 178 

Delivery  department 179 

Comparison  of  textile  fibers 180 

Historical  significance  of  fibers 181 

Countries  producing  raw  material 1H1 

Climate 181 

Conditions  of  production 181 

Preparation  of  raw  material  for  market 182 

Dominant  characteristics  of  fiber 182 

Markets  for  raw  material 183 

Countries  producing  finished  product 183 

Processes  of  manufacture 183 

Dies 183 

Adulterants 184 

Substitutes 184 

By-products 184 

Chemicals  used  for  tests 185 

Characteristics  of  finished  products 185 

Principal  staple  fabrics 185 

Uses  of  finished  product 185a 

XL     Printing 186 

Importance  of  the  industry 186 

Table  I — Employees  in    the  printing  trades  classified  by  sex 

and  by  trade 187 

Table  II— Employees  in    book    and    job  shops  classified    by 

trade  and  size  of  shops  18S 

Table  III — Book  and  job  shops  and  employees  classified  by 

size  of  shop 189 

Conditions  in  the  trade 189 

Occupational  analyses 190 

Production  of  printing 190 

Organization  of  the  business 190 

Type  of  men  in  industry 191 

Training  the  workmen 191 

Working  conditions 191 

Common  deficiencies  of  workmen . .  192 


CONTENTS  xiii 

XI.  Printing— Continued.  PAGE 

Qualifications  for  positions 192 

Entering  the  trade 192 

Prevocational  work 194 

Vocational  instruction  in  the  trade 194 

Organization  of  classes 19") 

What  should  be  taught 196 

English 190 

Mathematics 190 

Art 190 

Civics 196 

Physics  and  chemistry 196 

Hygiene 196 

Instructors 196 

Mechanical  equipment 197 

Vocational  school  abuses 197 

XII.  Garment  making  industries 198 

Importance  of  the  industry 198 

Number  of  workers 198 

Character  of  garments  manufactured 199 

Designers 201 

Cutters  and  markers 201 

Pressers 202 

Power  machine  operators 202 

Specialization 202 

Wages 203 

Bonuses 204 

Hours 205 

Labor  turnover 205 

Nationality 206 

Hiring  and  firing 206 

Chance  for  promotion 206 

Relation  between  employer  and  employee 206 

Table  I — Number  of    employees,    classified    by    character   of 

establishment,  age  and  sex 207 

XIII.  The  canning  industry 207 

Preparation  for  canning 208 

The  cleaning  of  the  product 209 

Most  vegetables  and  some  fruits  require  blanching 209 

Filling 209 

Processing 209 

Exhausting 209 

Sealing  a  container 209 

Cooling 210 

Labeling  and  boxing 210 

Semi-skilled  and  unskilled  workers 210 

Skilled  men 211 

Wages 211 

Seasonal 211 

Magnitude'of  the  industry,  and  outlook^for  the  worker 211 


xiv  CONTENTS 

PAGE 

XIV.     School  and  home  gardening 212 

The  George  A.  Meritt  School 213 

The  McCoy  School  backyard  gardens 213 

A  formal  garden 213 

The  Washington  School  garden 213 

School  No.  26  (colored) 214 

Window-box  gardening 215 

Bulb  culture 215 

Decorations  of  school  grounds 215 

Home  gardens  made  by  pupils 215 

Seed  distribution 215 

Arbor  day  planting 216 

Vacant-lot  cultivation 216 

Expenses  and  financial  support 216 

The  number  of  vacant  lots  cultivated 216 

Social  settlements  and  missions 217 

Cost 217 

The  work  of  the  high  schools 217 

PART  II. 
STUDY  OF  HOUSEKEEPING. 

I.     Introduction 219 

Importance  of  the  study 219 

Value  of  the  study 220 

Purpose  of  the  Survey 220 

Method  of  the  Survey 220 

The  questionnaires 221 

Extent  of  the  study 222 

Occupations  of  wage-earners 222 

IT.     Household  measurements 223 

Housekeeping  as  a  business 223 

Scientific  methods  of  purchasing  supplies 225 

Balanced  menu 226 

Interest  in  sanitation 226 

Conservation  of  energy 227 

Care  of  children 228 

Training  of  housewives 229 

III.     Housekeeping  in  the  home  with  no  regular  employee 231 

Aim 231 

Scope 231 

Status  of  homes 231 

Extent  and  kind  of  work  done 232 

Training  of  wife  for  duties,  prior  to  and  during  management  of 

home 234 

Need  of  better  preparation 235 

Interest  in  short  courses . .  .  235 


CONTENTS  xv 

III.  Housekeeping  in  the  home  with  no  regular  employee — Continued.   PAGE 

Training  of  girls  in  school 235 

Training  of  children  in  the  home 236 

The  home  duties  of  school  children 236 

IV.  The  employed  worker  in  the  home 238 

Nationality  of  the  employee 238 

Duration  of  employment 238 

Number  of  positions  held 239 

Age  on  entering  occupation 239 

Training  for  housekeeping 239 

Need  of  further  training 239 

Liking  for  their  work 239 

Opportunity  for  establishing  vocational  courses 240 

Is  training  for  this  work  worth  while? 240 

V.  The  employed  worker  in  the  home  from  the  point  of  view  of  the 
employer 240 

Facts  relative  to  the  employer's  home 240 

Preference  for  white  or  colored  employees 241 

Preference  for  trained  or  untrained  employees 242 

Methods  of  securing  employees 242 

Wages  paid  not  governed  by  special  privileges 243 

Phases  of  position  that  make  it  in  any  way  unusual 243 

Courses  desired  by  employers  for  themselves  and  for  their 

employees 244 

Encouragement  to  employees  to  take  courses 244 

Specific  facts  relative  to  worker  and  job 245 

Position,  day,  resident  or  special 245 

Table    1 — Two    hundred  ninety-seven  workers  classified  by 

residence,  special  and  day — by  kind  of  work  and  by  color.  .  245 

What  does  the  worker  do? 246 

Phases  of  job  best  and  least  prepared  to  do 247 

Requirements — mental,  physical  and  personal 248 

Training  of  an  employee 248 

Training  prior  to  present  position  and  training  in  present  posi- 
tion   248 

Shortcomings  of  employees 249 

General  facts  relative  to  employees 249 

Obtaining  employment 249 

Status  of  workers  and  economic  conditions 249 

Time  off 250 

VI.  Special  agencies  concerned  with  the  problems  of  housekeeping. . .  .   251 

The  library 251 

Colleges  and  universities 251 

Influence  of  newspaper 251 

Gas  company 252 

Electrical  company 252 

Department  stores 252 

Insurance  company 253 


xvi  CONTENTS 

PAGE 

VII.  Advertisements  of  employers  and  employees 254 

Table  1 — Advertisements  in  daily  papers,  etc 255 

Types  of  advertisements 255 

Employment  bureaus  for  household  employees 256 

Legal  provisions 256 

Licensed  agency 256 

The  Federal  Free  Employment  Bureau 257 

Permit 257 

Private  employment  agency 257 

Table  2 — List  of  employment  agencies,  etc 258 

Method  of  application 259 

Placement  of  workers 259 

Relation  of  employer  and  employee 260 

VIII.  Public,  semi-public  and  private  institutions  offering  courses  in 
home  making 261 

Manual  training  high  school 261 

Public  school  courses 262 

The  Girls'  Industrial  School 262 

Teachers'  College 263 

The  Planner  Guild 263 

Private  instruction  in  home  making 263 

IX.  Home  planning 264 

Study  in  budgeting 264 

I.  Furnishing  home 264 

II.  Accessories 265 

III.  Articles  brought  from  mother's  former  home 260 

IV.  Class  problem 266 

V.  Clothing  for  family 270 

Courses  in  housekeeping  and  kindred  subjects  in  semi-public  and 

private  schools 27 

I.  Courses  in  schools  in  which  no  tuition  charge  is  made.  ...   27 

II.  Courses  in  schools  in  which  tuition  is  charged 27$ 

X.  Bibliography 274 

Books  on  domestic  science  and  household  economy 274 

Books  on  cookery 275 

Books  on  diet  and  dietetics 276 

Books  on  food 276 

Miscellaneous 276 

XI.  Tables  from  household  measurements 277 

Table  1 — Housekeeping  a  business  proposition,  budgeting 
household  expenditures  and  keeping  household  accounts.  .  .  .  277 

Table  2 — Special  preparation  for  housework  and  plan  of  daily 
work 277 

Table  3 — Scientific  methods  and  personal  examination  of  pur- 
chases   278 

Table  4 — Planning  meals  for  nutritive  values 278 


CONTENTS  xvii 

XL     Tables  from  household  measurements— Continued.  PAGE 

Table  5 — Convenient  arrangement  of  kitchen  and   pantry,  and 

equipment  of  labor-saving  devices 278 

Table  6 — Systematization   of  duties  for  rest  period  and  assign- 
ment of  household  duties  to  each  member  of  the  family ....   279 
Table  7 — Keep  watch   on  sanitary  conditions  and  keep  sleeping 

room  windows  open  at  night 279 

Table  8 — Interest  in  child  problems 280 

Table  9 — Self-improvement  activities  of  housekeepers 280 

XII.  Tabulations  from  Schedule  1 280-287 

XIII.  Tabulations  from  Schedule  II 287-289 

XIII.  Tabulations  from  Schedule  III 290-292 

XIV.  Questionnaires 293 

XV.  Schedule  I 294 

Employed  worker  in  the  home 294 

XVI.  Schedule  II '. .  . .  .   295 

Housewife 295 

XVII.  Schedule  III 296 

Questions  to  be  asked  of  employee  in  personal  and  domestic  service .   296 

XVIII.  Housekeeping  analyses 297-310 

PART  III. 

A  STUDY  OF  APPRENTICESHIPS,  TRADE  UNION  REGULATIONS,  AND 
TYPES  OF  EDUCATIONAL  AGREEMENTS. 

I.     Present  conditions 311 

Inadequacy  of  present  methods  of  apprenticeship .   311 

A  master  workman  must  be  trained 311 

Realization  of  present  conditions 312 

Trade  unions  realize   that  their  strength  lies  in  the  skilled 

journeymen 313 

Limitation  as  to  quota  of  apprentices 314 

Training,  cost  of  training,  and  reasons  for  turnover 314 

Cost  of  turnover 315 

Two  ways  in  which  this  turnover  can  be  reduced 315 

Variables  in  the  cost  of  turnover 316 

Age  requirements 317 

The  system  lacks  technical  instruction  for  training  apprentices  317 

Vocational  education  can  assist  in  training  apprentices   318 

Prevocational  training  and  the  boy  fourteen  to  sixteen  years  of 

age , 318 

Attitude  of  the  building  trades  toward  vocational  education.  .   318 
General  outline  of  plan  for  vocational  education  in  the 

building  trades 319 

Allied  Printing  Trades  Council 319 

The  Metal  Trades  Association 320 

Employers  and  trade  agreements , 320 

Lack  of  interest  on  the  part  of  employers 320 


xviii  CONTENTS 

I.  Present  conditions — Continued.  PAGE 

Table  I — Number  of  apprentices  in  establishments  surveyed. . . 

321,  322 

Trade  and  educational  agreements  resulting  from  the  Survey 322 

Steamfitters • 323,  324 

Plumbers 325-327 

Central  Union  Telephone 327,  328 

Salesmanship 328,  329 

Salesmanship,  part-time 330,  331 

Woodworker 331,  332 

Tentative  printing 333,  334 

II.  Attitude  of  employers  toward  apprenticeship  and  vocational  educa- 

tion    334 

Employers  aver  the  need  of  skilled  workmen 335 

Attitude  of  Conference  Board  of  Employer's  Association  on 

training  apprentices 336 

Why  employers  object  to  training  apprentices 336 

Object  to  limitation 336 

Are  too  busy  to  train  apprentices 337 

Vocational  education  on  an  apprenticeship  system  is  endorsed .  338 
The  employers  must  assume  the  responsibility  of  training 

apprentices 338 

The  success  of  apprentice  training 339 

National  Association  of  Corporation  Schools 339 

III.  Attitude  of  organized  labor  toward  apprenticeship  and  vocational 

education 340 

It  does  not  oppose  industrial  education  in  the  public  school . .  .  341 
Industrial  education  must  not  avoid  proportion  of  supply  of 

labor  to  demand ' .  341 

Organized  labor  has  stood  for  the  proper  industrial  training  in 

the  past 341 

It  believes  industrial  education  will  help  the  nation  in  the 

economic  war 342 

Organized  labor  submits  certain  recommendations 342,  343 f 

IV.  Trade  and  educational  agreements : 344 

Trade  regulations  and  agreements 344 

Definition  of  trade  regulations 344 

Regulations  as  to  apprentices 344 

Building  trades 346 

Bricklayers,  masons  and  marble  setters 346 

Carpenters 348 

Floor  layers 349 

Electrical  workers 349 

Painters,  decorators  and  paperhangers  (local) 350 

Painters,  decorators  and  paperhangers  (international) 351 

Metal  trades 352 

Patternmakers 352,  353 

Moulders 354 

Machinists.  .  .  355 


CONTENTS  •  xix 

IV.  Trade  and  educational  agreements — Continued.                               PAGE 
Printing  trades 356 

Typographical  union 356 

Stereotypers  and  electrotypers 357 

Mailers 358 

Photo  engravers 359 

V.  Trade  agreements  and  training  of  apprentices  in  Indianapolis 361 

Building  trades 361 

Sheet-metal  workers 361 

Cement  finishers 362 

Structural  and  ornamental  iron  workers 362 

Plumbers 363 

Metal  trades 364 

Blacksmiths  and  the  Big  Four 364 

Stove  manufacturers  and  metal  polishers 365 

Boilermakers 365 

Machinists  and  Big  Four 367 

Printing  trades 367 

Publishers  Association  and  Typographical  Union 367 

Union  employers  and  the  Typographical  Union 369,  370 

Union  employers  and  pressmen 371 

Photo  engravers  club  and  photo  engravers 371 

Publishers  and  stereotypers 372 

Union  employers  and  the  bookbinders 372 

Publishers  and  the  mailers 373 

Individual  contracts .  . , 373 

An  automobile  contract 373-379 

A  printing  contract 379-381 

VI.  Apprenticeships  and  educational  agreements.  . , 381 

Industrial  educational  agreements  at  York,  Pa 381-383 

Dull-season  schools  for  carpenter's  apprentices  in  Chicago 385,  388 

Apprenticeship  schools  of  the  Santa  Fe  Railroad 388-391 

Apprenticeship  agreement  of  the  Lackawanna  Steel  Co 392 

Re-apprenticeship  agreement  of  the  Lackawanna  Steel  Co 392-394 

Trade  and  educational  agreements  at  Buffalo,  N.  Y 394 

Machinists 394 

Patternmakers 395 

Typographical  Union • 396 

Trade  agreements  at  Rochester,  N.  Y 397 

Shop  school  and  the  Master  House  Painters  and  Decorators.  .   397 
Shop  School  and  the  Metal  Working  and  Machinists  Employers.  398 

Shop  School  and  the  Master  Plumbers'  Association 399 

American  Locomotive  Company,  shop  apprentice  course 400-403 

Western  Electric 404-408 

General  Electric 408,  409 

An  automobile  agreement 409,  410 


xx  .  CONTENTS 

PART  IV. 

FINDINGS  AS  TO  SCHOOLS. 

PAGE 

I.  Manual  arts  work  for  boys  in  grades  4B  to  8A  inclusive 411 

Organization 411 

Elementary  manual  training.     (4B-5A  inclusive.) 412 

Bench  work  in  wood.     (6B-8A  inclusive) 413 

Mechanical  drawing.     (7B-8A  inclusive) 415 

Printing.     (7B-8A  inclusive) 415 

Shoe  repairing  (7B-8A  inclusive) 416 

Miscellaneous 416,  417 

Equipment 417 

Rooms 417 

Thin  woodwork  tools 418 

Bench  work  tools 419,  420 

Mechanical  drawing  equipment 420 

Printing 420-422 

Shoe  repairing 422 

Electricity 423 

Pottery 423 

Table  I — Comparative  table  of  manual  arts  work  for  boys  . .  .   424 
Table  2— Manual  arts  work  for  boys  in  1915-16 425 

I 1.  Domestic  art  in  grades 426 

Elementary 426 

Prevocational 426 

III.  Emmerich  -Manual  Training  High  School 427-429 

Methods  of  instruction 429 

Nature  of  the  product 430 

Equipment 430 

Purpose  of  the  course 431 

Amount  of  time  devoted 432 

IV.  Emmerich  Manual  Training  Evening  High  School 432 

Courses  offered 433 

Vocational  classes  for  men 433 

Vocational  classes  for  women 434 

Academic  classes 434 

Commercial  classes 434 

V.  Arrangement  and  equipment  of  the  shop  department  ef  the  Em- 

merich Manual  Training  High  School 434 

General  arrangement 434 

Joinery  and  wood-turning 434 

Cabinet-making 435 

Pattern-making 435 

The  mill  room 436 

Mechanical  drawing 436 


CONTENTS  xxi 

•V.     Arrangemeut  and  equipment  of  the  shop  department — Continued.    PAGE 

Forging 436 

Foundry 437 

Machine  shop 438 

Automobile  construction  and  repair 438,  439 

VI.  Courses  of  study : 439 

Shop  work  for  boys 439-445 

Outline  of  cooking  course 446 

Freehand  drawing  department 447-449 

Business  department 449-452 

VII.  General  course  of  study  in  the  manual  training  high  school.  .453,  454 

Explanations 455 

Notes 455 

Suggestions 456 

Projects  in  the  sewing  classes 457 

Trade  dressmaking 457-459 

VIII.  Indianapolis  Technical  High  School  as  a  vocational  center 459 

History  of  the  school  site 459 

Winona  Technical  Institute • 460 

The  Indianapolis  public  school  system  becomes  interested  in  the 

arsenal  site 461 

Work  of  the  Technical  High  School 461 

Present  status  of  vocational  courses  in  the  Technical  High  School .   463 

Printing 464 

Machine  shop  practice 464 

Automobile  construction  and  repair 465 

Electricity -. 466 

Agriculture 466 

Salesmanship 467 

Shop  and  practice  as  related  to  theory 467 

Required  subjects  in  the  related  group 468 

Mathematics 468 

English 468 

Civics 468 

High  school  industrial  art  course 469-471 

PART  V. 
APPENDIX. 

Table  1— Day  vocational  courses  in  the  Technical  High  School   1915-16 

473,  474 

Table  2 — Evening  vocational  courses  in  high  schools  1915-16 475 

Table  3 — Part-time  vocational  courses  in  high  schools  1915-16 476 

Table  4 — Prevocational  work  in  elementary  grades  1915-16. .......  .476-481 

Table  5 — District  school  manual  training.      Individual  projects  in  wood 

completed  in  1915-1916 482-485 

Table  6 — District  school  manual  training.     Productive  report  of    work 

done  for  the  schools  1915-16.  .  .  .48,5-491 


xxii  CONTENTS 


PAGE 

Table  7 — Emmerich  Manual  Training  High  School.     Shop  output   for 

the  school  year  1915-1916 492, 493 

Table  8 — Emmerich  Manual  Training  High  School.  Present  course  of 

study  in  shop  work  and  drawing,  December,  1916 494-497 

Table  9 — Part-time  vocational  courses  in  grade  buildings  1915-16 498 

Table  10 — Occupations  represented  by  permits  issued  to  children  of 

school  age  April  1,  1913-July '31,  1916 499,  500 

Table  11 — Months  of  trade  experience  and  of  teaching  experience,  and 

years  of  schooling  of  165  teachers  engaged  in  vocational  and  prevoca- 

tional  work,  by  individual  teachers 501-511 

Table  12 — Survey  of  domestic  science  department 512,  513- 

Table  13 — Domestic  art  department  survey  of  rooms 514, 515 

Table  14 — Survey  of  rooms  used  for  manual  arts  work  for  boys 516-518 

Table  15 — Age  and  grade  completed  for  boys  and  girls  granted  work 

permits  April  15,  1913-September  30,  1916 519,  520 

Table  16 — Acceleration  and  retardation  by  months,  of  boys  and  girls 

granted  work  permits- April  15,  1913-September  30,  1916 521-523 

Table  17 — Acceleration  and  retardation  by  months,  of  boys  and  girls 

enrolled  in  public  schools-September  1-November  29,  1916 524-527 


The  Indianapolis  Vocational  Survey. 


PART  I. 


FINDINGS  AS  TO  INDUSTRIES. 


I.  AUTOMOBILE  INDUSTRY. 

Growth  of  the  industry.  According  to  the  report  of  the  1914 
census  of  manufacturers,  the  automobile  industry  in  Indianapolis, 
including  the  plants  making  bodies  and  parts,  ranked  third  in 
number  of  employees,  second  in  amount  of  wages  paid,  second  in 
the  value  of  product,  and  second  in  net  value  of  product  over  cost 
of  materials  used.  Since  1914  the  industry  has  developed  rapidly, 
and  it  is  to-day  one  of  the  two  or  three  leading  industries  of  the 
city.  It  has  risen  to  its  present  rank  in  a  period  of  not  over  17 
years.  Except  as  a  very  minor  part  of  the  carriage  and  wagon 
industry,  the  manufacture  of  automobiles  was,  in  fact,  not  re- 
ported in  the  1899  census  of  manufacturers. 

In  1904  the  number  of  establishments  reported  was  four; 
the  number  of  wage-earners,  447;  and  the  aggregate  wage,  $278,000. 
The  products'  turned  out  that  year  were  valued  at  $798,000  or 
$1,787  per  wage-earner  employed.  By  1909  the  number  of  es- 
tablishments had  increased  to  17,  the  number  of  wage-earners  to 
2,394,  the  aggregate  wage  to  $1,446,000,  and  the  value  of  the 
product  to  $8,840,000,  or  $3,693  per  wage-earner.  In  1914 
thirty  establishments  reported  2,673  wage-earners,  aggregate 
wages  amounting  to  $1,916,000,  and  aggregate  product  valued 
at  $12,693,000,  or  $4,749  per  wage-earner. 

In  the  present  inquiry,  eight  factories  making  finished  auto- 
mobiles, and  thirty-two  making  bodies  and  parts  were  visited. 
In  the  factories  making  the  finished  product  4,130  wage-earners 
are  employed,  and  in  the  others,  1,388,  making  a  total  of  5,518 
engaged  in  the  industry.  The  800  or  more  employed  in  the 
garages  and  service  stations  bring  the  total  number  covered 
by  the  Survey  up  to  6,318. 

If  it  be  assumed  that  the  product  per  employee  in  1916  was 

(i) 

6647—1 


2  INDIANAPOLIS  VOCATIONAL  SURVEY 

the  same  as  in  1914,  the  aggregate  value  of  product  in  1916 
exceeded  $25,000,000.  The  numbers  covered  by  the  Survey, 
the  volume  of  business  done,  and  the  rapid  growth  of  the  industry 
makes  this  study  in  a  field  scarcely  touched  before  especially 
opportune. 

Types  of  manufacture.*  There  are,  in  Indianapolis,  all  types 
of  automobile  plants,  including  the  plant  which  makes  the  highly 
specialized  car,  the  plant  making  the  standardized  car  using 
"standard  parts  purchased  so  far  as  possible  from  other  factories, 
and  the  assembling  plant  where  every  energy  is  devoted  to  routing 
and  quickness  of  operation.  Besides  the  plants  which  turn  out 
finished  automobiles,  smaller  establishments  make  every  part 
except  the  frame  and  the  steering  gear. 

Repair  and  upkeep.  There  are  also  approximately  two  hund- 
red garages  and  service  stations,  employing  eight  hundred  men. 
Hence  one-seventh  the  total  number  found  by  the  Survey  is  en- 
gaged in  the  repair  and  unkeep  of  the  cars. 

Conditions  within  the  industry.  The  industry  has  grown  up 
with  the  modern  idea  of  efficiency  and  system.  It  has  adopted 
modern  ideas  of  manufacture  more  readily  because  it  has  had  no 
inherited  methods  or  restrictions.  Every  effort  has  been  made 
to  increase  production,  to  diminish  the  number  of  operations, 
and  to  eliminate  unnecessary  trucking  and  operating  movements. 

The  industry  is  of  peculiar  interest  to  the  vocational  schools 
because  it  is  new  and  growing,  and  is  carried  on  largely  by  men 
who,  since  they  have  been  trained  only  in  machine  operation, 
need  the  technical  training  which  the  schools  can  give  to  enable 
them  to  qualify  for  full  efficiency  in  the  positions  which  they  hold, 
but  in  which  they  have  acquired  in  the  main  only  manipulative 
skill.  Because  of  the  rapid  growth  of  the  industry,  and  the  lack 
of  skilled  men,  a  peculiar  condition  has  arisen  in  which  a  high- 
grade  machine  is  built  by  men  who  have  comparatively  little 
professional  training  as  machinists.  The  men  have  been  largely 
recruited  from  the  ranks  of  unskilled  labor  and  have  been  trained 
by  foremen  of  the  department  to  which  they  have  been  assigned. 
Under  the  piece  or  the  premium  system  they  are  able  to  earn 
good  wages  by  becoming  proficient  as  specialists  in  the  large  scale 
system  of  production  which  has  developed.  In  the  case  of  indi- 
vidual workmen  it  is  true  that  they  need  not  know  even  how  to 
set  up  the  machines  they  operate,  or  how  to  grind  the  tools  they 


*The  company  making  electric  care  has  suspended  operations. 


FINDINGS  AS  TO  INDUSTRIES  3 

are  using.  Tools  and  jigs  are  designed  by  the  engineering  depart- 
ments, together  with  the  auto  parts.  The  department  of  pro- 
duction, or  a  committee  of  superintendents  and  foremen,  route 
the  work  through  the  plant.  The  tool  room  men  make  the  tools 
for  each  operation  and  have  them  filed  in  the  tool  check  room 
under  the  operation  and  part  number. 

When  the  worker  finds  that  a  certain  piece  is  routed  to  his 
machine,  he  calls  for  his  tools  by  operation  and  part  number,  and 
the  foreman  or  an  expert  machinist  sets  up  his  machine  for  him 
if  he  is  unable  to  do  it  himself.  The  stores  department  has  mean- 
while sorted  out  the  raw  material  or  semi-finished  product  for 
the  operation,  and  delivers  it  to  his  machine.  The  inspection 
department  has  a  man  at  the  machine  to  approve  the  work,  if 
satisfactory,  or  to  set  it  right  if  not.  When  the  product  is  approv- 
ed the  machine  operator  continues  to  turn  it  out  until  he  has 
completed  the  required  number.  In  many  cases  he  has  read  no 
blueprints,  has  ordered  no  stock,  has  designed  no  tools  or  holders, 
and  built  no  jigs.  The  gauges  by  which  he  has  tested  his  work 
have  been  made  to  standard  for  that  particular  job,  and  no  oppor- 
tunity is  given  him  to  use  his  judgment.  When  a  new  piece  is 
routed  to  his  machine,  the  same  procedure  is  followed,  and  as 
long  as  he  works  satisfactorily  on  his  particular  machine  he  need 
not  leave  it  or  learn  to  operate  another.  Many  of  the  jobs  are 
thus  automatic  and  repetitive.  If  the  worker  shows  unusual 
proficiency,  he  is  promoted  to  more  difficult  work  on  the  sanie 
machine,  or  is  given  an  opportunity  to  learn  to  operate  a  machine 
of  a  higher  grade.  Because  the  supply  of  labor  is  much  less  than 
the  demand,  a  worker  is  given  every  opportunity  to  make  good, 
and  no  man  is  discharged  until  he  is  thoroughly  tried  out,  in 
several  departments  if  necessary. 

Most  of  the  men  employed  in  the  industry  are  young,  and  are 
usually  interested  in  obtaining  the  technical  knowledge  which 
will  enable  them  to  increase  their  earning  capacity.  The  older 
men  are  not  accustomed  to  the  modern  methods  of  production, 
and  find  difficulty  in  holding  their  places  under  the  new  system. 

The  rates  of  wages  shown  in  Table  1  do  not  indicate  the 
amounts  of  individual  earnings,  since  in  most  of  the  factories  the 
men  are  allowed  to  increase  their  earnings  either  by  piecework, 
the  pay  per  piece  being  determined  by  the  standard  time  of  the 
given  operation — or  by  the  premium  system,  under  which  the 
worker  receives  his  rate  per  hour  as  his  minimum  wage,  and  in- 
creases this  by  a  certain  per  cent  as  he  increases  his  production ; 


4  INDIANAPOLIS  VOCATIONAL  SURVEY 

or  by  the  profit-sharing  system  in  which  the  workmen  who 
remain  faithful  and  steady  are  allowed  a  certain  share  of  the 
profits  at  stated  intervals;  or  by  the  bonus  system,  a  combi- 
nation of  the  premium  and  profit-sharing  plans. 

The  skilled  trades  represented  in  the  industry  are:  The  ma- 
chinist's; painter's;  tinner's; moulder's;  patternmaker's;  plater's; 
trimmer 's  ^top-maker 's ;  millwright 's ;  carpenter 's ;  cabinet  maker 's 
and  tool  maker 's,  although  in  many  instances  the  work  is  per- 
formed by  a  man  who  has  little  knowledge  of  the  trade  beyond 
the  manipulative  skill  necessary  to  perform  the  one  operation 
upon  which  he  is  employed. 

It  may  be  noted  that  under  the  Employer's  Liability  Act 
employers  are  becoming  more  careful  in  their  selection  of  men, 
and  that  employees  with  training  and  experience  are  being  pre- 
ferred, partly  as  a  policy  of  insurance  ^against  liability  losses. 

Apprenticeship.  The  apprenticeship  system  variously  devel- 
oped is  found  in  several  of  the  establishments.  In  one  or  two 
establishments  the  apprenticeship  contract  is  used,  and  the 
apprentice  receives  a  certain  graduated  wage  and  a  bonus.  In 
other  establishments  an  arrangement  is  made  for  the  transferrence 
of  boys  to  different  departments  and  operations,  paying  them  as 
high  a  rate  of  wage  as  they  can  earn.  •  A  majority  of  the  plants, 
however,  do  so  little  manufacturing  that  there  is  no  opportunity 
for  the  apprentice  to  learn  a  trade  thoroughly. 

The  number  of  regular  apprentices  is  very  small  for  several 
reasons.  The  apprenticeship  extends  over  a  term  of  four  years. 
To  many  boys  the  work  is  not  in  itself  attractive.  The  beginning 
wage  is  not  high,  and  it  does  not  increase  rapidly  enough  to  at- 
tract boys  in  large  numbers.  The  workers  with  whom  the  appren- 
tice is  associated  are  generally  machine  operators  drawing  high 
wages,  and  there  is  therefore  little  encouragement  to  a  boy  to 
continue  his  apprenticeship  service  at  a  less  wage,  since  the  chances 
are  that  it  will  take  him  several  years  to  arrive  at  a  degree  of 
proficiency  which  will  enable  him  to  make  an  aggregate  wage 
equal  to  that  of  the  unapprenticed  boy  who  begins  as  a  machine 
operator.  Moreover,  it  is  not  improbable  that  at  the  end  of  his 
apprenticeship  training  he  will  find  himself  operating  a  machine 
with  very  little  advantage  apparent  over  the  machine  operator. 

These  conditions  may  not  continue  when  the  munitions 
factories  resume  their  normal  production,  and  the  demand  for 
labor  becomes  less  pressing,  but  the  tendency  in  the  industry  at 


FINDINGS  AS  TO  INDUSTRIES  5 

present  is  to  demand  skill  in  operation  rather  than  all-around 
trade  proficiency. 

Occupations.  As  shown  in  Table  1,  a  total  of  eighty-one 
occupations  have  been  distinguished  in  the  automobile  establish- 
ments. In  any  given  establishment  the  number  of  separate 
employments  depends  somewhat  upon  the  degree  of  specialization, 
upon  the  arrangement  of  the  factory,  and  upon  the  volume  of 
the  output.  Several  of  the  occupations  specified  are  changing 
in  character  on  account  of  changes  in  organization.  The  endless 
chain  system  of  assembling  for  example,  has  lost  favor,  because 
while  it  has  no  more  efficiency  than  the  unit  system  it  does  not 
make  for  as  high  a  grade  of  product. 

The  number  of  men  given  in  the  table  under  each  occupation 
shows  only  the  numbers  of  employees  in  the  eight  establishments 
turning  out  completed  cars.  The  list  of  occupations,  however, 
covers  all  occupations  found  in  other  plants,  except  those  developed 
in  the  manufacture  of  ignition,  starting,  or  lighting  systems. 

Men  employed  in  the  smaller  establishments  have  not  been 
included  in  the  tabulation  for  occupations  because  very  often 
in  these  plants  parts  of  machines  other  than  automobiles  are 
made  in  the  shops,  and  the  number  of  men  employed  on  auto- 
mobile work  varies  from  time  to  time  throughout  the  year.  The 
numbers  given  in  the  general  statement  for  the  automobile  indus- 
try do  not  include  the  total  number  of  employees  in  establish- 
ments which  are  only  partially  engaged  in  automobile  work,  but 
only  the  proportion  of  employees  engaged  in  automobile  work  as 
determined,  by  the  relative  amount  of  automobile  work  to  the 
total  output  of  the  plant. 

Many  of  the  occupations  specified  in  Table  1  have  been 
described  in  detail  in  other  surveys,  so  that  a  description  of 
these  employments  here  is  not  required.* 

In  this  Report  only  those  conditions  which  are  of  special 
interest  locally,  and  employments  which  have  not  been  covered 
in  other  reports,  are  written  up  in  detail.  The  detailed  knowl- 
edge and  requirements  of  the  automobile  industry  are,  however, 
shown  in  "Occupation  Analyses  Charts"  which  have  been  pre- 
pared for  this  Report. 


*See,  for  example,  the  Evansville  Survey  Report  on  metal-working  industries  for 
a  description  of  metal-working  equipment  and  employments. 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  1 — Statistics   of   Occupations    in    the   Automobile     Industry. 


OCCUPATION 

Automobile  industry 

Workers  employed 

Time  re- 
quired 
to 
learn 
occupa- 
tion 

Beginners 

Number 

Range  of 
age 

(Years) 

Range  of 
wages 
per  hour 
(Cents) 

Minimum 
age 

(Years) 

Rate  of 
wages 
per  hour 
(Cents) 

Total  

4130 

40 
55 
175 
1 
352 
309 
16 

376 
27 
31 
64 
73 

22 
62 
2 
21 
45 

12 
17 
00 
17 

98 

21 
3 
52 
9 
118 

124 

16 

6 
5 

17 
5 

3 
3 

16-54 

18-45 
20-45 
2(M5 
20-35 
18-45 
19-45 
21-35 

18-40 
21-40 
22-43 
30-40 
21-50 

19-45 
18-30 
18-54 
21-40 
21-35 

20-45 
20-40 
23-35 
20-45 
21-50 

2O40 
18-25 
19-50 
23-30 
22-40 

18-54 
25-50 

21-45 
21-45 

21-45 
21-45 

21-45 
21-45 

27-34 
25-40 
25-30 
30-35 
25-40 
25-45 
26-35 

25-50 
27J4-40 
30-70 
25-30 
25-40 

25-30 

2234-30 
25-40 

30-40 
2234-2734 
25-35 
2234-25 

25-35 
25-3734 
26-44 
25-35 

20-2234 
25-35 

3234-35 
35 

30-38 

25-32 
35 

1  wk-5  yrs. 

15-25 

18 
18 
18 
19 
18 
18 
20 

16-18 
16-20 
20 
25 

1234-30 

2234-25 

20-22  ?4 
30 
20-27J4 
20-25 
25 

20-25 
20 
20-30 
20-2234 

Assemblers: 
Axle  

Body  

1-2  yrs. 
1-1)4  yrs. 
6  mos. 
1-24  wks. 

l  yr. 

2-3  mos. 

1-12  mos. 
1-4   yrs. 
2-4  yrs. 
6  mos. 
Syrs. 

6  mos. 
1-6  mos. 

Chassis 

Clutch  

Final  

Motor  

Transmission  

Bench  hand  

Blacksmith  

Body  builder  

Body  fitter  

Carpenter 

Cleaner  and  snagger  

18 
18 

25 
18-223^ 

Clerk.  .  .  . 

Cupola  man 

Cutter  

8-12  mos. 
1-3  yrs. 

6  mos. 
2  mos. 
18-24  mos. 
Imo. 
1-4  yrs. 

2  mos. 
Iwk. 
2-12  mos. 
3-4  yrs. 
1-3  yrs. 

20-21 
18-21 

20-22J4 

Cushion  maker 

Door  hanger 

Door  trimmer  

18 
20 
18-21 
18-20 

20 
18 
18 
18 
18-21 

18 

20 
25 
20 

M 

25 

2234 
20 
20-2234 

20-2234 

Electrician  

Enameler,  dipper  

Engineering  department  

Fender  fitter  

Gluer  

Grinder  

Heat  treater  

Inspector  

Laborer  

Millwright 

5  yrs. 

Syrs. 
3yre. 

Syrs. 
Syrs. 

Syrs. 
Syrs. 

Moulder,  bench 
Iron  

18 
18 

18 
18 

18 
18 

20-25 
20-25 

20-25 
20-25 

20-25 
20-25 

Brass  and  aluminum 

Moulder,  floor: 
Iron  

Brass  and  aluminum     

Moulder,  machine: 
Iron  

Brass  and  aluminum  

•From  $15.00  to  $40.00  per  week. 
••From  $10.00  to  $12.00  per  week. 


FINDINGS  AS  TO  INDUSTRIES 


Table  1 — Statistics  of  Occupations  in  the  Automobile 
Industry — Continued. 


OCCUPATION 

Automobile  Industry 

Workers  Employed 

Time 
Required 
to 
Learn 
Occupa- 
tion 

Begin  ners 

Number 

Range  of 
Age 

(Years) 

Range  of 
Wages 
Per  Hour 
(Cents) 

Minimum 
Age 
(Years) 

Rate  of 
Wages 
Per  Hour 
(Cents) 

Operator: 
Boring  mill  

7 
82 
7 
71 
37 
8 
6 
17 
80 

64 
20 
83 
47 
75 

56 
105 
39 
35 
1 

20 
4 
25 
4 
40 

•      66 

4 
26 
101 

55 
64 

105 
61 

52 
51 
14 
9 
89 

22-35 
21-40 
21-45 
20-45 
18-40 
25-15 
18-15 
21-35 

32-37H 
25-37 
25-30 
22^-40 
22^-37H 
30-12  Ji 
20-37^ 
29-33^ 

8-12  mos. 
2  mos. 
2yrs. 
1-6  mos. 
1-12  mos. 

lyr. 

2yra. 
1-12  mos. 

21 
20-21 
19-25 
18-20 
18-21 
19 
16 
18 

25-30 
20-22.^ 
25 
20 
22J^ 
30 
20 

Drill  press  

Gear  shaper  

Lathe  

Milling  machine 

Planer  and  shaper  

Sheet  metal,  machine.  . 

Screw  machine  

Woodworking  machine 

Painters: 
Sprayer  

18-40 
25-42 
18-40 
25-40 
25-10 

25-35 
25-40 
21-40 
21-40 

22^-35 
25-40 
20-30 
25-40 
27J£-35 

27J-6-35 
25-35 
25-35 
22-30 

6-12  mos. 
2-4  yrs. 
Iwk. 
2-4  yrs. 
2-3  yrs. 

2-3  yrs. 
3-12  mos. 
6  mos. 
2  mos. 

16-18 

20 

Striper  

Rough  stuff  rubber  . 

18-21 

20 

Finisher  

Color  man.. 

Color  varnisher  . 

Varnish  rubber  

21 
21 
20 
21 

25 
22J^-25 
20-25 
25 

20 
20 

Glazer  

Sander...   . 

Sand-blaster  

Paneler  

25-30 
22-35 
19-50 
16-20 
21-40 

18-45 

18-45 
22-24 
21-45 

18-40 
18-40 

21-40 
21-30 

23-15 
20-40 
20-30 
20-25 
16-54 

30-42 
25-35 
30-35 
12J^-15 
25-32J^ 

20-65 

30-32 
27J^-45 
25-32M 

20-22M 
20-25 

25-35 
25-40 

37^-50 
35-40 
16-45 
25-27^ 
22-25 

6  mos. 
1-4  yrs. 
1-4  yrs. 

Plater  

18 
17 
15-16 
21 

16 

Polisher  

Paster  

12^-15 
21-27}£ 

20-20 

Repairman  (factory  stations)  
Sheet  metal,  bench  ... 

1-2  yrs. 

Solderer: 
Aluminum  

Sheet  metal  

1-3  yrs. 
3  Yrs. 

21 
18 

18 
18 

18-21 
18-21 

18 
18-19 
15 
18 
16 

25 
22H 

20 
17H 

25 
20-25 

Storekeeper  

Sweeper  

Sewer  

2-3  yrs. 

6-36  mos. 
6  mos. 

4  yrs. 
2-4  yrs. 
2  mos. 
6  mos. 

Tester:     . 
Dynamometer  

Road  

Tool  maker  

Top  maker  

25 
15 

20-22}^ 
20 

Top  bow  setter  

Top  upfitter  

Trucker  

INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  1 — Statistics  of  Occupations  in  the  Automobile 
Industry — Continued. 


OCCUPATION 

Automobile  Industry 

Workers  Employed 

Time 
Required 
to 
Learn 
Occupa- 
tion 

Beginners 

Number 

Range  of 
Age 

(Years) 

Range  of 
Wages 
Per  Hour 

(Cents) 

Minimum 
Age 
(Years) 

Rate  of 

\\a-rs 

Per  Hour 
(Cents) 

Upfitter  

9 
147 

2 
8 

4 
19 
44 
2 
8 

21-45 
2(MO 

21-45 
21-35 

25-35 
25-40 
35-54 
21-40 
20-30 

27H-45 
26-35 

22^-35 
30-35 

2-4   yrs. 
1-3  yrs. 

18 
18 

Upholsterer  

20 

Welder: 
Electric  

Acetylene  

3-4  wks. 

18 

18 

30 
20-22^ 

Wheelman  

Washer  

22^-25 
15-25 
35 
22^-35 

Watchman  and  janitor 

Drop-forge  man  

'  2-4   yrs. 

Touch  up  man  

18 

20-22H 

Motor  car  engineering.  The  importance  of  engineering  depart- 
ments in  modern  large  scale  production  is  noted  repeatedly  in 
the  report  of  this  Survey.  From  the  engineering  department  of 
an  automobile  plant  come,  not  only  the  working  drawings  for 
the  two  to  four  thousand  parts  of  a  modern  car,  but,  as  well, 
drawings  for  special  tools  and  jigs  used  to  cut  down  operating 
cost. 

The  department  is  usually  responsible,  also,  for  the  routing 
and  for  the  arrangement  of  machinery;  for  the  enlargement  of 
the  plant;  and  for  the  purchase  of  new  machines. 

The  engineer  must  be  a  technically  trained  man  with  imagi- 
nation, ingenuity,  a  broad  knowledge  of  machines  and  machine 
shop  practice,  adaptability,  perseverance,  and  tact.  He  is  a 
sort  of  superman  in  the  industry,  and  his  salary  is  commensurate 
with  his  attainments.  (See  chart  for  "Motor  Car  Engineering".) 

Stores  and  storekeeping.  Stores  are  usually  classified  accord- 
ing to  general  character,  as  being,  for  example,  rough,  finished, 
miscellaneous,  or  service  material. 

Raw  materials  are  received,  checked  and  inspected,  and  sent 
to  the  rough  stores.  On  order  from  the  order  department,  or 
on  requisition  from  the  foremen,  they  are  distributed  according 
to  the  route  determined  by  the  engineering  and  routing 
department.  In  some  cases,  the  stores  department  has  charge 


FINDINGS  AS  TO  INDUSTRIES  9 

of  the  trucking,  while  in  others  the  trucking  is  in  charge  of  the 
several  departments. 

When  the  required  number  of  operations  on  a  piece  has  been 
performed,  it  is  either  returned  to  the  finished  stores,  or  assembled. 
Finished  stores  contain  also,  all  finished  purchases,  such  as  speed- 
ometers, carburetors,  and  axles. 

Miscellaneous  stores  contain  all  materials  charged  to  the 
expense  account,  such  as  nails,  screws,  pencils,  and  paper. 

Service  stores  contain  a  stock  of  all  old  models,  but  few  or 
no  parts  of  current  models,  these  latter  being  issued  from  the 
department  of  finished  stores. 

Industrial  storekeeping  is  an  occupation  for  which  compara- 
tively few  men  seem  to  be  specially  qualified.  Whenever  capable 
men  are  found,  they  are  trained  for  the  occupation. 

Records  of  stores  are  kept  in  several  ways.  The  most  satis- 
factory way  is,  perhaps,  through  an  order  department,  which 
directs  the  issuing  of  materials  from  all  stores,  and  keeps  the  stock 
record  from  the  orders  issued.  A  certain  maximum  of  new 
supply  is  ordered,  whenever  stock  on  hand  is  drawn  down  to  a 
specified  minimum. 

Storekeepers  make  a  daily  report  of  materials  issued  and 
received  so  that  the  records  may  be  complete. 

Tool  making.  The  relation  of  the  tool  room  to  the  automobile 
manufacturing  plant  is  probably  as  vital  as  the  carburetor  to  the 
automobile.  It  is  in  the  tool  room  that  the  special  tools,  attach- 
ments, and  jigs  are  made,  machines  repaired,  and  tools  ground. 
This  department,  working  with  the  engineering  department, 
makes  it  possible  to  increase  the  production  of  the  machine  shop, 
and  also,  to  reduce  the  cost  of  manufacturing  the  automobile, 
by  providing  a  variety  of  special  jigs  and  tools  which  reduce 
operations  to  a  minimum. 

In  making  the  special  tools  and  jigs,  it  is  essential  that  the  tool 
maker  know  how  to  operate  the  various  machines  found  in  the 
department.  On  the  chart  "Requirements  for  Tool  Makers" 
will  be  found  information  relative  to  the  character  of  the  work, 
the  machines,  equipment,  and  tools  used  and  the  general  shop 
knowledge,  mathematical  training,  and  knowledge  of  mechanical 
drawing  required.  It  is  essential  that  the  tool  maker  be  able  to 
transfer  blueprint  instructions  to  the  metal  for  his  own  job,  and 
be  able,  if  called  on,  to  lay  out  work  for  the  less  skilled  men. 
Ability  to  do  this,,  when  combined  with  the  requisite  knowledge 
of  mathematics  (including  trigonometry),  skill  in  mechanical 


10  INDIANAPOLIS  VOCATIONAL  SURVEY 

drawing,  and  acquaintance  with  the  machinist's  fine  tools,  and 
with  shop  operations,  qualifies  the  workman  for  foreman  or 
superintendent. 

It  is  obvious  that  the  workmen  who  are  able  to  perform  the 
operations  mentioned  above,  and  who  are  able  to  manipulate 
the  machines  listed  on  the  chart,  will  be  among  the  highest  paid 
machinists.  Division  of  labor  in  the  tool  room  according  to  the 
degree  of  skill  required  is  found  to  make  the  department  more 
efficient.  The  more  skilled  men  lay  out  work,  while  the  less  skillful 
perform  the  individual  operations  on  the  machines  in  the  depart- 
ment. Assemblers  and  fitters  make  up  another  division.  One 
man  is  usually  in  charge  of  the  tempering,  while  another  inspects 
the  finished  work,  and  makes  a  record  of  results. 

The  turnover  of  labor  in  the  tool  room  is  comparatively  small 
owing  in  part  to  the  time  it  takes  a  man  to  acquire  all-around 
skill,  and  the  fact  that  he  is  in  line  for  higher  positions  in  the 
factory.  For  this  reason,  the  average  age  is  slightly  higher  than 
in  the  production  shop. 

The  apprentice  in  the  tool  room  has  the  advantage  over  those 
in  other  departments  in  that  he  is  surrounded  by  skilled  mechanics, 
has  a  better  opportunity  to  see  and  to  operate  the  various  machines, 
to  read  blueprints,  and  to  work  on  a  great  variety  of  high-grade 
work.  The  observing  boy  with  a  mechanical  turn  of  mind  who 
graduates  from  a  technical  high  school  with  a  good  knowledge  of 
mathematics  and  mechanical  drawing  is  especially  well  prepared 
to  enter  as  an  apprentice  in  this  department.  The  boy  who  does 
not  possess  such  qualifications  would  probably  be  more  successful 
in  the  production  department  of  the  factory. 

Foundry.  Only  one  plant  in  Indianapolis  has  a  foundry. 
The  analysis  and  discussion  of  the  operations  are  given  in  the 
foundry  report. 

Automobile  machinists.  The  automobile  machine  shop  differs 
from  the  general  shop  in  that  the  work  is  minutely  divided,  so  that 
it  can  be  performed  by  semi-skilled  workmen  or  machine  operators. 
Few  all-around  machinists  are  necessary,  except  in  the  tool  room. 
Specialization  on  the  part  of  the  worker,  and  the  introduction  of 
jigs,  and  of  special  machines  and  attachments  increase  output, 
lessen  cost  of  production,  and  insure  a  higher  grade  of  product. 

The  machine  shops  in  most  of  the  automobile  factories  of 
Indianapolis  are  organized  on  the  unit  basis.  Under  this  system 
all  the  machines,  whether  special  or  regular,  which  are  necessary 
to  perform  the  operations  on  a  special  job,  or  on  a  part  of  the 


FINDINGS  AS  TO  INDUSTRIES  11 

automobile,  are  arranged  in  groups  or  in  such  a  manner  that  when 
the  part  leaves  the  department  it  is  ready  for  assembly,  i.  e., 
ready  for  its  place  in  the  automobile.  This  plan  saves  time  and 
labor  in  trucking.  It  is  also  conducive  to  more  rapid  promotion 
of  the  men  within  the  department,  and  enables  the  foreman  to 
give  every  man  a  fair  tryout,  thus  reducing  the  labor  turnover. 

The  different  machines  usually  found  in  a  machine  shop 
are  the  following:  Boring  mills;  broaching  machines;  drilling 
machines;  gear  shapers  and  hobbers;  grinders;  lathes;  milling 
machines;  planers;  shapers;  automatic  and  semi-automatic  screw 
machines;  and  special  machines  that  the  shops  design  for  their 
own  production. 

A  unit  or  department  may  contain  all  of  the  above  machines 
or  only  a  selection  of  them,  including  in  each  case  such  as  are 
needed  to  do  the  particular  job  for  which  the  department  is 
operated.  For  instance,  a  department  building  the  transmission, 
in  which  nearly  all  operations  are  on  rotary  machines,  has  nine 
lathes,  four  grinders,  three  drills,  nine  gear  shapers,  one  milling 
machine,  four  key  Blotters,  and  broaching  machines. 

The  blank  material  comes  to  this  department,  passes  through 
from  five  to  fifteen  operations,  and  goes  out  assembled;  ready 
to  be  placed  in  the  make-up  of  the  automobile.  It  is  recognized 
by  the  automobile  manufacturing  company  that  the  machine 
shop  is  the  place  to  meet  increasing  competition  by  cutting  costs 
in  large-scale  production.  Some  of  the  principles  to  be  observed 
in  bringing  about  this  result  may  be  stated  briefly,  as  follows: 

1.  Avoid  trucking  and  handling  parts. 

2.  Perform  as  many  operations  as  possible  on  one  machine 
without  remounting  the  part. 

3.  Secure  the  proper  sequence. 

4.  Secure  tools  and  machines  that  will  do  the  things  called 
for  at  the  highest  possible  speed. 

5.  Build  special  jigs  and  attachments  that  will  make  the 
machines  more  universal. 

6.  Make  these  jigs  substantial  to  prevent  any  possible 
variation  from  the  standard. 

7.  Provide  gauges  and  measuring  instruments  standard- 
ized so  that  the  operator  can  not  make  errors. 

8.  Simplify  the  operations  so  that  the  required  skill  can 
be  learned  in  a  short  time. 

The  making  of  interchangeable  parts  is  very  essential  in  the 


12  INDIANAPOLIS  VOCATIONAL  SURVEY 

manufacture  of  the  automobile.  It  calls  for  a  high  degree  of 
accuracy,  and  for  the  use  of  gauges  so  constructed  that  incorrect 
measurements  can  not  be  made. 

To  get  standardized  production  the  rules  for  operations, 
which  must  be  performed  exactly  as  planned,  are  very  rigid. 

The  inserted  operation  sheet  for  the  crank  case  will  give  some 
idea  of  the  operations  necessary  to  build  the  average  automobile 
having  from  3,500  to  4,000  parts. 

Operation  Sheet  for  Crank  Case. 

Order  No.  Part  No. 

Description  Crank  Case  Material  Aluminum          Amount 

Issued  to  Date 


Oper- 
ation 
No. 


OPERATION 


Dept. 


1. 
2. 
3. 
4. 
5. 
6. 
7. 

8. 

9. 
10. 
11. 
12. 
13. 
14. 
15. 
16. 


17. 


18. 


19. 


20. 


Inspect 

Counterbore  cored  print  holes  in  water  jacket 

Plug  counterbored  holes  and  water  test  (Amer.  radial) .... 

File,  chip  and  clean 

Prime  and  bake 

Mill  oil  base  face  (Ingersol) 

Drill  all  holes  in  bottom  except  camshaft  bushing  lock  screw 


holes  (No.  L  Gordon) 


Mill  tire  pump  pad  (Cin.  Miller) 

Rough  mill  top  and  both  sides  (Ingersol) 

Finish  mill  top  and  both  sides  (Ingersol) 

Mill  magnetic  and  generator  bosses  (Cin.  Miller) 

Mill  for  valve  tappet  guides  (Cin.  Miller) 

Drill  all  holes  in  both  sides  (No.  2  Natco) 

Drill  all  holes  for  lock  screws  and  holes  in  legs 

Drill  and  ream  for  valve  tappet  guides  (Natco) 

Face  from  camshaft  bearing  hole  and  both  sides  of  magneto 

shaft  bearing  hole  and  counterbore  from  the  crank  shaft 

hole  (Radial  drill) .  . 


S-5 
S-5 
S-5 
K-5 
S-6 

S-5 
S-5 
S-5 
S-5 
S-5 
S-5 
S-5 


Tap  all  holes  in  top  side,  spot  face  all  holes  in  flange  and  all 
bosses  on  top  side,  face  for  crankshaft  hold  down  studs 
and  tap  all  holes  in  bottom  sides  (Radial  drill) 

Rough  bore  and  counterbore  for  cylinder  sleeves  (B.  T.  &  S. 
machine) 

Finish  bore  and  ream  for  cylinder  sleeves  (B.  T.  &  S.  ma- 
chine)  

Finish  counterbore  for  cylinder  sleeves  (Bench) 


S-5 


s  :, 


S-5 


S-5 


S-5 
S-5 


FINDINGS  AS  TO  INDUSTRIES  13 

Operation  Sheet  for  Crank  Case — Continued. 


Oper- 
ation 
No. 


OPERATION 


Dept. 


21 


22. 


23. 


24. 
25. 
26. 


27. 

28. 
29. 

30. 
31. 


32. 
33. 
34. 
35. 
36. 


Set  in  studs  assembles  and  lines  for  boring  main  bearing 

holes 

Bore  for  crankshaft,  camshaft,  magneto  shaft  and  starter- 


cradle  (Spec,  boring  machine). 


Line  ream  crankshaft,  camshaft,  magneto  shaft,  holes  (Spec, 
machine) 

Drill  all  holes  in  front  end 

Drill  three  holes  for  oil  pump  studs.     See  sheet  No.  2 

Drill  two  holes  for  flywheel  pointer.  Drill  and  spot  face  for 
fan  bracket,  spot  face  for  water  connection.  Finish  drill 
three  holes  to  main  bearings,  ream  and  spot  face  both 
ends  of  cross  pipe,  counterbore  three  cored  holes  in  sides 
and  ends  (Radial) 


Straddle  mill  bearings  and  ends  (Binsee) 

Mill  grooves  in  rear  end  of  main  bearings  (Binsee) 

Set  in  header  bolt  sockets,  plug  end  holes  and  water  test 

(Bench) 

Water  test  oil  main  (Bench) 

Fit  crankshaft  bearings  to  case,  spot  in  camshaft,  put  in 

camshaft  bushing  lock  screws,  set  in  bearing  studs  in  ends 


and  tighten  nuts  (Bench) . 


Fly  cut  crankshaft  bearing  (Spec,  machine) 

Set  in  balance  of  studs  and  burr  all  over  (Bench) . 

Inspect 

Fill  and  bake,  sand,  color  and  varnish 

Inspection 


8-5 

S-5 


S-5 
S-5 
S-5 

S-5 
S-5 


S-5 
S-6 
S-5 
C-6 
K-3 
C-6 


The  newness  of  the  automobile  industry  and  its  method  of 
organization  has  revolutionized  the  old-time  machine  shop. 
Instead  of  all-around  machinists,  the  men  that  turn  out  a  high- 
grade  product  are  recruits  coming  from  the  farm  or  from  other 
industries.  They  are  instructed  by  the  foreman  who  teaches 
them  how  to  operate  a  machine,  or  to  do  any  other  work  assigned 
to  them.  At  first  the  job  is  a  simple  one.  As  the  worker  advances, 
and  acquires  speed  and  skill,  he  is  given  a  machine  more  difficult 
to  operate,  and  work  requiring  greater  accuracy.  In  this  way 
the  opportunity  is  given  him  to  increase  his  wage.  It  is  to  the 
workman 's  advantage  to  be  able  to  set  up  the  work  on  the  machine, 
but  in  many  cases  this  is  not  required  of  him. 


14  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  distribution  of  the  workers  on  the  machines  commonly 
found  in  the  automobile  industry  runs  approximately  as  follows:* 

Total,  machine  operators 100% 

Drilling  machines 29% 

Gear  shapers 3% 

Grinding  machines,  rough  and  smooth 19% 

Lathes 29% 

Milling  machines 13% 

Screw  machines 3% 

Planers,  shapers,  boring  mills,  etc 4% 

The  workmen  in  the  production  shop  are  nearly  all  young 
men,  ranging  in  age  from  19  to  43  years,  and  they  are  paid  rates 
of  wages  ranging  from  25  to  37^  cents  per  hour. 

Advancement  is  measured  chiefly  by  increase  in  earning 
power,  which  results  either  from  doing  a  higher  grade  of  work 
or  from  doing  the  same  grade  of  work  at  a  higher  rate  of  speed. 
The  latter  is  the  method  which  seems  generally  to  satisfy  both 
employer  and  employee.  The  one  thinks  in  terms  of  immediate 
increase  in  production,  the  other  of  immediate  increase  in  wage. 

The  task  of  the  schools  with  respect  to  the  machine  shops  of 
the  automobile  industry  is  twofold:  (1)  To  make  the  employer 
realize  his  loss  in  the  "fivefold"  turnover  of  labor;  and  (2)  to 
supply  him  with  the  men  who  "  are  steady, "  who  have  the  interest 
of  the  concern  at  heart,  and  who  are  anxious  to  advance  in  skill 
and  knowledge.  Some  of  the  plants  are  attempting  to  secure 
such  men  through  the  offering  of  financial  rewards  under  bonus 
or  premium  systems,  and  profit-sharing  schemes,  or  through  the 
cultivation  of  local  pride  in  the  product,  and  in  the  head  of  the 
firm.  This  pride  in  some  cases  becomes  a  mild  form  of  hero 
worship,  and  is  increased  by  judicious  and  constant  publicity. 
The  head  of  the  firm  succeeds  in  getting  all  the  employees  to 
"pull"  for  the  name.  Undoubtedly  a  worker  becomes  more 
efficient  as  he  comes  to  understand  better  his  position  in  the  indus- 
try and  in  the  factory,  the  relation  of  his  machined  part  to  the 
finished  product,  its  importance,  and  the  reasons  for  its  exactness. 
In  giving  him  this  true  understanding  of  his  work  the  schools 
certainly  can  co-operate  with  the  industry. 


*For  a  description  of  these  machines,  see  the  report  of  the  Evansviilo,  Indiana 
Survey.  In  the  analyses  charts  of  the  Indianapolis  Report  is  set  forth  the  require- 
ments with  which  the  operators  of  these  various  machines  should  be  familiar. 


FINDINGS  AS  TO  INDUSTRIES  15 

Heat  treatment  of  steel.  The  automobile  industry  requires  a 
large  amount  of  high-grade  steel  for  use  in  the  production  of  gears, 
roller  bearings,  cranks,  crank  pins,  cams,  and  torque  and  axle 
shafts.  The  stress  that  is  thrown  upon  these  parts, — by  the 
continuous  rapid  explosions  of  the  motor,  and  by  the  demand  of 
the  operator  for  quick  pickup,  and  for  ease  in  changing  gears, 
requires  great  tensile  strength  and  hardness  in  the  materials 
used  in  their  manufacture.  The  demand  for  economy  in  weight 
without  loss  in  durability  has  taxed  the  ingenuity  of  makers  to 
find  suitable  materials.  The  constant  improvement  in  auto- 
mobile construction,  together  with  rapid  growth  in  volume  of 
output,  has  increased  the  demand  for  high-grade  steels.  This 
increasing  demand  has  forced  up  the  price  of  the  alloy  steels. 

The  tools  used  in  machining  auto  parts  must  necessarily  be 
of  a  very  high  grade  to  produce  the  perfect  fits  called  for  in  stan- 
dardized, interchangeable  parts.  These  tools  must  cut  at  a  high 
rate  of  speed,  and  to  very  fine  dimensions.  Tool  steel  costs 
nearly  $4.00  a  pound,  and  the  industries  are  continually  treating 
lower  grades  of  steel  in  the  effort  to  produce  substitutes  or  equiva- 
lents. 

These  conditions  and  the  fact  that  steel  dies,  tools  and  such 
auto  parts  as  gears  and  shafts  can  not  be  hardened  until  after 
machining,  have  necessitated  the  installation  in  all  factories  of 
heat  treating  or  casehardening  plants,  in  which  low-grade  machine 
steel  may  be  improved  into  steel  of  higher  grade. 

Heat  treating  of  automobile  parts,  and  of  tools  for  making 
these  parts,  has  long  since  far  exceeded  the  limitations  of  the  old 
art  of  "tempering,"  as  practiced  by  the  blacksmith,  with  his 
charcoal  fire  and  a  quenching  tub  of  rainwater.  Blacksmith 
shops  in  auto  factories,  in  fact,  resemble  a  combination  of  a  foun- 
dry, and  a  university  physics  laboratory.  A  completely  equipped 
heat  treatment  department  for  automobiles  calls  for  heating 
furnaces, — either  oil,  gas,  or  electric;  quenching  baths,  including 
water,  brine,  oils,  and  air  blasts;  hardening  or  tempering  baths, 
of  salt,  calcium  and  barium  chloride,  potassium  or  sodium 
cyanide,  lead,  and  calcium  barium  chloride  compounds;  tempering 
baths,  of  oil,  nitrates  of  sodium  or  potassium,  and  chlorides  of 
barium  and  of  calcium,  and  sand.  In  casehardening  carbonaceous 
compounds  are  used, — such  as  bone  charcoal,  raw  bone,  hoofs 
and  horns,  and  charred  leather, — and  in  addition,  cleaning  solu- 
tions, fireclays,  air  blasts,  thermometers,  pyrometers,  and  instru- 
ments for  testing  hardness. 


16  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  heat  treatment  processes  fall  into  four  classes :  Annealing, 
casehardening,  heat  treating,  and  tempering.  The  purpose  of 
annealing  is  to  soften  the  steel  for  machining,  and  to  remove 
internal  strains  caused  by  rolling  or  pounding.  The  steel  must 
be  protected  from  oxidation  by  packing  it  in  charcoal  or  carbon- 
aceous material.  Slaked  lime,  ashes  and  fireclay  are  used  to 
hold  the  heat  and  allow  slow  cooling.  The  material  is  heated 
to  a  point  slightly  above  the  critical  point,  i.  e.,  the  point  at  which 
molecular  structure  changes  on  heating  or  cooling,  which  ranges 
from  1,400  to  1,650  degrees  F.,  varying  with  different  steels,  and 
cooled  slowly  by  being  left  in  the  furnace  without  a  flame,  or  by 
being  buried  in  ashes  or  lime. 

Casehardening  is  the  process  of  hardening  low  carbon  steel 
by  getting  the  surface  to  absorb  carbon.  This  is  done  by  packing 
the  parts  with  carbonaceous  materials  in  boxes  of  cast  iron  or 
pressed  steel.  The  whole  is  then  heated  to  1,600  to  1,800  degrees, 
and  the  heat  maintained  for  a  definite  period  determined  by  the 
depth  of  carbonization  desired.  If  a  hard  surface  is  all  that  is 
required,  and  toughness  or  brittleness  is  unimportant,  the  con- 
tents may  be  quenched  by  dumping  into  water.  More  often,  in 
the  case  of  auto  parts  that  have  been  machined,  and  that  require 
both  surface  hardness  to  resist  wear,  and  toughness  to  resist 
breaking  strains  and  shocks,  the  carbonized  parts  are  allowed  to 
cool  in  the  boxes  or  pots,  and  are  then  reheated  in  a  muffle  furnace 
to  a  point  slightly  lower  than  the  critical  point  and  quenched 
either  in  fresh  water,  cold  or  tepid,  or  in  salt  water  for  a  very  hard 
surface,  or  in  oil  for  a  tough  core. 

Casehardening  is  the  most  widely  used  process  of  hardening 
steel,  and  automobile  parts  are  generally  subjected  to  this  process. 
The  degree  of  hardness  is  easily  controlled  by  the  thickness  of  the 
case,  which  is  roughly  dependent  on  the  time  in  the  carbonizing 
furnace.  A  further  advantage  of  casehardening  arises  from  the 
fact  that  carbonization  does  not  require  such  high  temperatures 
as  do  the  tempering  processes. 

Hardening  and  tempering  tool  steel,  or  alloy  steel  auto  parts — 
such  as  gears,  cams,  and  tappets — requires  at  least  two  heats, 
the  first  known  as  the  hardening  and  the  second  as  the  tempering 
heat.  This  process  corresponds  to  the  old  tempering  process 
common  in  tool  making,  in  which  the  tool  is  heated  to  a  cherry 
red,  the  cutting  end  dipped  in  water  to  cool,  and  withdrawn 
before  the  whole  tool  becomes  cold.  The  heat  from  the  heavy 
part  of  the  tool  warms  the  cutting  edge  or  the  hardened  portion, 


FINDINGS  AS  TO  INDUSTRIES  17 

and  a  change  in  color  takes  place.  The  heat  travels  toward  the 
end  and  when  the  desired  wave  of  the  various  colors — light  straw, 
straw,  purple,  blue — reaches  the  end,  the  whole  tool  is  quenched 
and  hardened  at  the  point  at  a  rising  instead  of  falling  temper- 
ature. 

In  heat  treating  departments,  the  oil  or  gas  furnace  is  sub- 
stituted for  the  forge  or  old  hollow  furnace,  and  the  parts  in  large 
quantities  are  heated  to  a  definite  temperature  slightly  above  the 
critical  point  and  quenched  in  oil,  water,  or  brine.  This  process 
not  only  hardens  but  produces  an  even  structure  and  fine  grain. 
Great  care  is  taken  not  to  exceed  the  correct  heat,  for  high  temper- 
atures will  make  coarse  grained  or  brittle  structures. 

The  second  heating  may  be  in  a  tempering  furnace  whose 
temperature  does  not  exceed  600  to  800  degrees,  or  the  part  may 
be  heated  in  a  bath  of  oil,  calcium  or  barium  compounds,  potassium 
or  sodium  cyanide,  or  molten  lead,  of  the  temperature  required, 
after  which  it  is  quenched  and  tested  for  hardness  and  tensile 
strength.  The  nitrates  of  potassium  and  sodium  are  generally 
used  for  this  heat  because  of  their  lower  melting  point. 

Instruments  of  precision.  Among  the  testing  instruments 
necessary  in  heat  treating  of  steel,  are  the  scleroscope,  the  Burnell 
test,  and  the  electric  and  expansion  pyrometers. 

The  scleroscope  is  a  minature  pile  driver  with  a  diamond 
pointed  hammer  operated  by  a  hand  bulb  like  a  camera.  The 
little  hammer  falls  through  a  space  of  about  ten  inches,  and  strikes 
the  surface  to  be  tested.  The  diameter  of  the  diamond  point  is 
one  sixty-fourth  inches,  the  area  of  contact  being  so  small  that 
the  weight  exerts  a  pressure  of  about  500,000  pounds  per  square 
inch — a  pressure  greater  than  the  elastic  limit  of  the  hardest 
steel.  The  rebound  of  the  hammer  measures  the  degree  of  hard- 
ness. 

The  Burnell  method  of  testing  hardness  consists  in  partly 
forcing  a  steel  ball  ten  millimeters  (.3937  inch)  in  diameter  into 
the  sample  to  be  tested.  The  diameter  of  the  spherical  impression 
is  measured  and  the  hardness  numeral  is  found  by  dividing  the 
pressure  in  kilograms  by  the  area  of  the  impression  in  square 
millimeters.  The  standard  pressure  used  in  testing  iron  and 
steel  is  3,000  kilograms  (6,614  pounds).  Since  the  pressure  is 
constant,  the  hardness  numerals  may  be  charted  according  to 
diameters  of  impressions,  and  read  directly  from  the  table. 

Pyrometers  are  the  instruments  used  to  determine  high  tem- 
peratures. Those  most  in  use  are  the  electric  instruments,  although 

6647—2 


18  INDIANAPOLIS  VOCATIONAL  SURVEY 

pressure  instruments  and  metallic  and  radiation  cones  of  known 
melting  points  are  used.  These  cones  are  placed  inside  the  fur- 
nace in  a  series  of  varying  melting  points,  and  as  the  cones  melt 
and  tip  over  they  are  observed  through  a  peephole.  Pressure 
instruments  measure  temperature  by  the  difference  in  expansion 
of  a  rod  and  its  encasing  medium,  usually  graphite.  These  are 
said  to  be  less  accurate,  and  they  are  therefore  less  commonly 
used  than  the  electric  instruments. 

Electric  pyrometers  are  of  two  classes:  (1)  Those  built  on 
the  principle  of  resistance;  (2)  those  depending  on  a  thermo- 
electric couple.  The  resistance  pyrometer  measures  temperatures 
by  the  decrease  in  conductivity  of  metal  wire  caused  by  increase 
of  temperature.  This  is  accurate  for  temperatures  below  1,600 
degrees  F.,  the  maximum  temperature  which  can  be  measured 
being  about  2,200  degrees.  The  outfit  is  expensive. 

The  thermo-electric  pyrometer  is  built  on  the  principle  that 
an  electric  current  is  generated  by  the  heating  of  the  junction  of 
two  dissimilar  metals.  Two  metal  rods  are  twisted  together  at 
one  end  and  placed  in  the  furnace.  The  other  ends  are  kept 
cold,  and  are  connected  in  circuit  with  a  millivolt  meter,  graduated 
in  temperature  degrees.  The  current  produced  by  the  difference 
of  the  hot  and  cold  ends  may  be  read  directly  in  degrees. 

The  foreman  of  a  heat  treating  department  must  be  an  expert 
in  the  practical  metallurgy  of  his  materials;  he  must  understand 
thoroughly  the  principles  of  tempering  and  of  heat  treating  of 
metals;  he  must  understand  the  construction  of  furnaces  and 
burners  and  their  care;  the  calibration  and  care  of  the  testing 
instruments;  and  the  location  of  pyrometer  couples  and  radiation 
cones. 

In  his  department,  under  his  direction,  work  the  furnace 
tenders,  who  operate  the  burners  for  constant  heat;  an  instrument 
man  who  takes  readings  of  the  pyrometer  every  five  minutes  and 
notifies  the  furnace  tenders;  test  men  who  straighten  the  pieces 
when  warped  and  test  the  work  for  hardness;  and  workmen  who 
pack  parts  in  cast  iron  post  of  carbon  for  case  hardening,  operate 
pumps  for  cooling  oil  or  water,  operate  the  fan  for  air  blast,  load 
trucks  and  fill  furnaces. 

The  small  departments,  of  which  the  number  is  increasing, 
provide  for  boys,  who  are  employed  as  helpers,  to  read  instruments 
and  test  materials.  In  these  positions  the  boy  is  given  an  oppor- 
tunity to  learn  the  various  processes. 

The  sequence  of  jobs  for  the  beginner  is  generally  from  instru- 


FINDINGS  AS  TO  INDUSTRIES  19 

ment  reading,  or  shopwork  such  as  cleaning  and  washing  parts,  or 
packing  parts  in  pots,  to  furnace  tending;  to  filling  and  drawing 
off  heats;  to  inspecting;  and  finally  to  job  foreman  or  department 
foreman. 

The  demand  for  skilled  heat  treaters  exceeds  the  available 
number.  Many  experienced  blacksmiths  are  improving  the  oppor- 
tunity to  master  the  art  of  hardening  steel  by  the  measurement 
process. 

Although  a  school  system  probably  could  not  maintain  and 
operate  a  complete  heat  treating  equipment,  the  technical  side 
of  the  processes  described  above  could  be  taught  more  quickly 
in  the  school  than  in  the  shop.  The  principles  and  use  of  testing 
instruments,  pyrometers,  and  thermometers,  the  metallurgy  of 
steel,  the  character  and  use  of  materials  for  casehardening  and 
tempering,  and  the  properties  of  the  various  hardening  baths 
can  be  taught  best  in  a  school,  while  the  care  of  furnaces,  burners, 
and  agitators  can  best  be  made  the  subject  of  shop  training. 

The  foremen  in  charge  of  heat  treating  departments  are  in 
most  cases  men  of  long  experience  in  the  parent  trade  of  black- 
smithing,  or  in  steel  mills,  but  the  increase  in  the  number  of  small 
plants  calls  for  more  rapid  training.  After  a  year  or  two  of 
experience  in  a  plant,  the  technically  trained  man  should  be  able 
to  take  a  position  as  foreman,  but  he  cannot,  generally,  under 
present  conditions  acquire  in  the  shop  the  technical  training  and 
knowledge  of  metallurgy  upon  which  this  advancement  is  necess- 
arily conditioned. 

Electric  welding.  The  welding  of  metals  by  any  process  de- 
pends upon  heating  the  portions  to  be  united  to  a  welding  point, 
placing  them  together,  and  applying  quickly  as  much  pressure  as 
the  particular  job  demands.  It  makes  no  difference  how  the 
metals  are  heated — whether  by  an  electric  current,  an  arc,  an 
oxy-acetylene  flame,  or  a  forge  fire.  It  is,  however,  highly  essen- 
tial that  the  faces  be  clean  and  be  heated  uniformly  to  a  welding 
temperature. 

The  principles  of  the  arc  and  resistance  systems  of  electric 
welding  have  been  known  for  about  twenty-five  years,  but  the 
processes  have  only  recently  come  into  general  use,  and  they 
are  still  regarded  popularly  as  being  somewhat  difficult  and  mys- 
terious, although  they  are  in  fact,  quite  simple.  In  both  systems, 
heavy  current  at  low  voltage  is  required  to  produce  the  necessary 
amount  of  heat. 

In  arc  welding,  an  arc  is  formed  between  the  piece  to  be  welded 


20  INDIANAPOLIS  VOCATIONAL  SURVEY 

and  a  carbon  or  metal  electrode.  Into  this  arc  is  thrust  the  filling 
material  which  is  melted  and  falls  upon  the  part  to  be  welded, 
while  the  proper  temperature  is  maintained  by  the  arc.  More 
exclusive  use  would  be  made  of  this  system  were  it  not  for  the 
fact  that  it  demands  direct  current,  with  which  many  factories 
are  not  provided.  The  uses  of  arc  welding  are  innumerable  and 
while  the  process  is  comparatively  simple,  much  skill  is  demanded 
in  reaching  and  holding  required  welding  temperatures  in  different 
metals. 

One  of  the  common  applications  of  this  process  is  building  up 
and  welding  parts  where  the  work  is  overhead,  or  in  a  place  where 
the  ordinary  process  can  not  be  used.  In  this  method,  an  elec- 
trode of  the  metal  to  be  welded  is  used  and  slowly  melted.  This 
process  is  much  slower  than  the  original  system,  for  great  care 
must  be  exercised  in  the  control  of  the  current  to  hold  the  proper 
temperature  in  the  part  to  be  welded  without  melting  the  electrode 
too  rapidly.  The  arc  can  be  held  only  long  enough  to  get  a  bead 
of  molten  metal  on  the  electrode,  and  to  touch  it  to  the  portion  to 
be  welded.  A  man  with  a  knowledge  of  welding  temperature 
and  a  little  adaptability  can  be  trained  to  do  successful  welding 
in  from  two  to  four  weeks. 

In  the  resistance  system  of  welding,  the  parts  to  be  joined  are 
heated  to  the  required  temperature  by  the  resistance  of  the  metals 
to  the  passage  of  current.  The  pieces  to  be  welded  complete  a 
circuit  and  as  the  heat  is  confined  between  the  jaws,  and  is  reached 
quickly,  the  loss  by  radiation  or  conduction  is  very  small.  The 
work  is  immediately  under  the  observation  of  the  operator.  The 
heat  is  generated  throughout  the  metal  between  the  jaws  and 
not  applied  from  the  outside,  the  control  of  the  temperature  is 
sure,  and  a  perfect  joint  is  readily  made.  In  butt  welding,  the 
materials  to  be  welded  are  clamped  in  copper  jaws,  large  enough 
to  offer  little  or  no  resistance  to  the  passage  of  the  current.  The 
butts  are  brought  together  by  a  hand  or  foot  lever,  and  the  current 
is  turned  on.  The  materials  are  quickly  brought  to  a  welding 
heat,  and  under  slight  pressure  by  the  lever  the  joint  is  made. 

This  method  is  used  in  welding  the  high-speed  steel  points 
to  cutting  tool  shanks,  thus  greatly  reducing  the  expense  of  tools. 

Spot  welding,  an  adaptation  of  the  resistance  method,  is  used 
instead  of  riveting  in  joining  sheet  metal  in  such  auto  parts  as 
fenders  and  pans.  The  machine  consists  of  two  copper  electrodes, 
set  almost  vertically,  one  of  which  is  movable  and  controlled  by 
a  foot  lever.  The  operator  holds  the  metal  sheets  in  place  on  the 


FINDINGS  AS  TO  INDUSTRIES  21 

lower  electrode  and  brings  the  upper  electrode  down,  and  the 
current  flows  through  the  spot  to  be  welded.  In  some  shops  no 
regular  operator  is  assigned  to  this  job  but  any  employee  may  use 
the  machine  when  necessary  to  complete  his  work.  In  other 
cases,  the  minute  division  of  operations  in  large  factories  calls  for 
regular  operators  in  order  to  get  the  required  production.  The 
operation  demands  little  skill  and  has  no  sequence. 

Another  development  of  electric  welding  is  seam-welding  in 
which  two  sheets  of  metal  are  joined  in  a  continuous  lap  weld 
between  two  roller  electrodes. 

Acetylene  welding.  Acetylene  welding  is  used  in  all  automobile 
plants,  for  it  extends  the  possibilities  of  a  weld  to  nearly  all  kinds 
of  metals  including  not  only  wrought  iron  and  steel,  but  cast  iron, 
malleable  iron,  aluminum,  copper,  brass,  and  bronze. 

The  weld  is  produced  through  the  intense  heat  flame  of  the 
oxyhydrogen  or  oxy-acetylene  blowtorch  flam>,  with  which  a 
temperature  of  6,300  degrees  F.  is  possible.  Filling  rods  of  the 
same  material  as  the  two  parts,  are  used. 

Acetylene  or  autogenous  welding  is  a  comparatively  new 
method,  with  a  very  wide  range  of  uses,  and  is  particularly  valuable 
in  repair  work.  Its  greatest  use  in  the  auto  industry,  probably, 
is  in  the  building  up  and  repair  of  broken  castings  of  engine  parts, 
crank  cases,  cylinder  blocks,  and  of  the  transmission  and  differ- 
ential gear  housings.  The  strength  of  the  welded  joint  equals  or 
exceeds  that  of  the  rest  of  the  part. 

The  outfit  usually  consists  of  two  tanks — one  of  oxygen,  the 
other  of  dissolved  acetylene  gas  under  pressure — mounted  in  a 
truck  or  carrier  with  the  welding  torch  and  necessary  connections 
and  gauges  to  control  the  gases  for  the  proper  flame. 

Since  the  outfit  is  portable,  its  use  is  general  for  repair  jobs, 
which  can  be  made  anywhere  without  the  expense  of  shipment 
of  the  parts. 

The  requirements  of  acetylene  welding  are  a  knowledge  of 
the  welding  outfit,  of  the  care  of  the  gas  tanks,  of  the  care  of  the 
torch  to  prevent  heating,  of  plugging  the  welding  tips,  and  of 
their  adjustment  for  the  kind  of  work.  It  is  possible  to  learn 
the  operation  on  simple  work  in  iron  and  steel  in  a  few  hours. 
Welding  aluminum,  which  has  a  low  melting  point  of  about  1,200 
degrees,  requires  more  skill  than  welding  in  iron.  The  high 
conductivity  of  aluminum,  and  the  fact  that  it  has  the  greatest 
expansion  range  of  all  metals  requires  care  to  avoid  strains  or 
breaks.  Welding  of  irregular  shaped  parts,  such  as  cylinder 


22  INDIANAPOLIS  VOCATIONAL  SURVEY 

blocks  and  crank  cases,  demands  a  knowledge  of  preheating  and 
reheating  to  prevent  irregular  shrinkage  on  cooling. 

The  intense  brilliancy  of  the  flame  demands  colored  glasses 
to  protect  the  workers'  eyes.  Otherwise  there  seems  to  be  no 
danger  to  the  health  or  strength  of  the  worker.  The  relatively 
high  wages  paid,  considering  the  time  required  to  acquire  the 
necessary  skill,  makes  the  job  an  attractive  one  to  young  men  in 
the  industry.  The  number  of  plants  using  these  putfits  is  in- 
creasing rapidly.  The  supply  of  operators  is  small,  and  skilled 
welders  are  hard  to  find,  although  six  month's  experience,  with 
proper  instruction,  will  give  a  worker  all  the  skill  required  for 
general  repair  work.  Repair  plants  are  continually  training  men 
in  order  to  get  the  required  skill  for  the  more  difficult  work. 

Assembling.  Under  the  term  assembling  may,  be  gathered 
countless  minor  operations  in  automobile  construction  which 
are  kindred  in  their  purpose,  rather  than  in  the  operations  per- 
formed. In  a  factory  where  the  assembling  is  done  enroute  or 
on  the  endless  chain  system,  each  man  or  pair  of  men  adds  a 
particular  part  as  the  car  proceeds  until  the  finished  whole  runs 
off  the  final  platform  under  its  own  power,  while  in  the  factory 
which  makes  most  of  its  own  parts,  some  assembling  is  done  by 
units,  or  departments. 

Assemblers  are  usually  classified  according  to  the  part  of  the 
automobile  on  which  they  work — as  axle,  body,  chassis,  final, 
motor,  steering  gear,  ignition,  starting  and  lighting  systems, 
and  transmission  assemblers.  With  the  assembling  operations 
should  be  mentioned  bearing-scraping,  soldering,  wiring  car,  and 
benchwork. 

Different  combinations  of  these  occupations  are  made  in 
different  factories,  and  the  time  required  to  learn  differs  greatly 
with  the  kind  of  work  done. 

While  a  discussion  of  the  assembling  of  the  two  to  four  thousand 
parts  of  a  machine  would  involve  an  endless  repetition  of  the  words 
"is  then  attached,"  there  are  several  assembling  processes  which 
deserve  special  mention.  Among  these  is  bearing-scraping. 
When  the  bronze  bearing  is  machined  and  lined  with  babbitt,  it 
is  not  truly  cylindrical.  To  insure  as  perfect  a  fit  as  possible,  it 
is  bolted  tightly  in  place  on  the  shaft.  The  shaft  is  turned  and 
the  high  places  in  the  bearing  are  noted  by  their  brightness.  The 
bearing-scraper  carefully  scrapes  off  a  little  metal  from  these 
high  spots,  repeats  the  testing  operation,  and  again  scrapes  the 
high  places  until  the  inside  of  the  finished  bearing  becomes  thickly 


FINDINGS  AS  TO  INDUSTRIES  23 

speckled.  In  the  trade  such  a  bearing  is  designated  a" fly-speck" 
bearing.  The  very  slight  irregularities  in  the  surface  of  the 
bearing  are  an  advantage  in  that  they  allow  a  more  perfect  lubri- 
cation and  lessen  the  tendency  to  stick. 

Another  point  worth  mentioning  is  the  balancing  and  testing 
of  the  bearing  parts  of  the  crankshaft.  The  shaft  is  balanced  on 
roller  bearings,  an  indexing  needle  is  set  against  one  of  the  crank- 
case  bearing  parts,  the  shaft  is  revolved  rapidly,  first  in  one  direc- 
tion and  then  the  other,  and  the  lack  of  balance  is  measured  by 
the  centrifugal  action  of  the  heavier  side.  When  this  action  has 
been  noted,  the  skilled  operator  knows  the  location  of  the  weight 
and  almost  the  amount  to  be  removed.  That  the  variation 
allowed  is  so  very  small  shows  the  delicacy  of  the  adjustment  of 
the  modern  motor. 

Although  the  connecting  rods  of  a  certain  model  are  as  nearly 
as  possible  of  the  same  weight,  the  number  necessary  for  a  car 
are  sorted  out  by  weight.  The  assembler  further  sorts  them  into 
pairs,  so  that  those  which  are  attached  opposite  to  each  other  will 
balance  exactly.  The  flywheel,  too,  is  balanced  in  two  planes, 
horizontal  and  vertical,  so  that  there  may  be  no  twist  or  vibration 
in  its  motion. 

Assemblers  of  the  ordinary  type  can  be  trained  in  a  day  or 
two  to  follow  a  certain  routine  of  operations,  for  very  little  judg- 
ment and  few  tools  are  required.  Those  who  show  especial 
fitness  are  promoted  to  more  complicated  processes,  or  to  work 
requiring  fine  adjustments,  and  the  rate  of  wage  increases  cor- 
respondingly. 

Motor  building  is  assembling  of  the  highest  type,  although 
this  occupation  embraces  many  minor  operations  which  can  be 
safely  entrusted  to  ordinary  assemblers.  The  requirements  are 
strength  and  dexterity  in  handling  tools,  a  knowledge  of  thread 
systems,  of  fits  and  finishes,  and  on  bench  tools. 

If  the  notion  prevailing  in  some  establishments  is  a  true  one, 
the  schools  can  do  little  for  assemblers  except  to  leave  them  alone. 
The  foremen  declare  they  can  make  greater  production  with 
men  who  know  nothing  of  the  uses  of  the  parts,  but  who  having 
been  taught  to  assemble  one  or  two  of  them,  continue  in  one  simple 
line  of  work,  year  in  year  out.  Under  this  system  assembling 
becomes  a  sort  of  "blind  alley"  employment,  with  little  oppor- 
tunity for  advancement. 

Most  of  the  establishments,  however,  feel  that  the  greater  the 
knowledge  of  machines  and  materials,  the  longer  the  practice 


24  INDIANAPOLIS  VOCATIONAL  SURVEY 

in  building  automobiles  and  motors,  the  more  efficient  the  man 
becomes  and  that,  although  the  rate  of  wage  paid  is  necessarily 
higher,  the  grade  of  work  performed  corresponds. 

Bench  and  sub-assembling.  The  work  in  this  department  is 
practically  all  bench  work,  and  consists  in  filing,  scraping,  reaming, 
bending,  riveting,  soldering,  laying  out,  and  in  some  cases  assembl- 
ing such  small  and  minor  parts  as  the  cut-out  lever  and  the  brake. 
The  workman  gets  the  experience  of  working  with  different 
metals  such  as  brass,  aluminum,  iron  and  alloys.  The  work  is 
small  and  light  and  is  suited  to  boys  whose  strength  is  limited, 
and  to  men  whose  age  has  made  it  necessary  for  them  to  seek  a 
less  strenuous  occupation.  In  one  week,  the  workman,  if  at  all 
mechanically  inclined,  should  be  able  to  do  any  other  jobs  that 
come  to  this  department.  It  is  not  necessary  to  be  able  to  read 
blueprints,  but  the  workmen  should  be  able  to  handle  such  simple 
machinist's  hand  tools  as  the  hammer,  cold  chisel,  scraper,  and 
file.  All  the  skill  necessary  can  be  acquired  on  the  job.  The 
foreman  gives  what  instructions  the  workmen  need.  Both  day 
and  piecework  is  done  in  the  department.  It  is  the  duty  of  the 
foreman  to  determine  the  efficiency  of  the  workmen,  and  the  rate 
of  wage  they  receive. 

Electricians.  There  are  few  operations  in  the  industry  for 
which  anything  further  than  the  most  elementary  knowledge  of 
electricity  and  electrical  equipment  is  required.  Most  of  the  work 
consists  in  cutting  wires,  soldering,  taping  joints,  and  assembling 
of  parts  of  electrical  equipment.  These  operations  require  no 
knowledge  of  the  use  of  the  parts  assembled.  One  assembler 
said  that  he  had  been  putting  together  the  parts  of  dynamos  for 
several  months,  but  could  not  understand  how  the  things  generated 
current.  When  a  simple  dynamo  was  explained  to  him,  he  said, 
"Is  that  all  there  is  to  it?  I  could  have  found  that  out  long  ago 
if  I  had  asked,  but  I  thought  it  a  complicated  process." 

Some  of  the  men  attend  to  the  inside  wiring  of  the  plant, 
the  lighting,  the  power  machinery,  and  the  motor  dynamos  used 
in  testing  motors;  but  this  work  is  generally  done  under  direct 
supervision  of  foremen,  and  little  technical  skill  is  required. 

In  the  testing  departments  and  repair  shops,  there  are  men  who 
understand  the  electrical  equipment  of  a  motor  car,  and  can  make 
minor  adjustments  and  repairs,  but  a  system  that  needs  much  over- 
hauling is  sent  to  makers,  who  assume  the  responsibility. 

The  men  in  the  electrical  department  usually  get  the  training 
necessary  in  the  industry  from  the  foreman  or  other  workmen. 


FINDINGS  AS  TO  INDUSTRIES  25 

They  receive  wages  of  from  22^  to  30  cents  per  hour  and  can 
acquire  common  skill  in  from  six  to  eight  months. 

Body  building.  The  building  of  an  automobile  body  involves 
operations  performed  in  the  woodworking,  machine  shop,  and  sheet 
metal  departments.  These  departments  build  the  body  complete, 
ready  for  trimming  and  painting.  The  design  or  outline  for  the 
first  body  comes  from  the  designing  or  engineering  department. 
This  outline  is  taken  by  the  draftsman  in  the  "sample  room," 
and  a  full  size  layout  made.  From  this  layout  the  workmen  in 
the  "sample  room"  build  by  hand  the  first  body  of  the  new  design 
using  such  construction  as  they  deem  most  expeditious  and  econom- 
ical, and  best  calculated  to  make  the  body  resilient.  When 
the  first  body  has  been  approved  or  modified,  a  second  body  with 
indicated  changes  incorporated  is  built  in  such  a  way  that  it  can 
be  taken  down,  and  the  parts  or  members  used  as  a  guide  for 
making  forms  for  the  production  of  the  irregularly  shaped  pieces 
in  large  quantities  on  the  woodworking  machines. 

The  men  in  the  sample  room  are  highly  skilled  mechanics. 
They  range  in  age  from  thirty-five  to  fifty-five  years  and  re- 
ceive a  wage  of  from  40  cents  to  65  cents  per  hour.  Few  changes 
occur  in  the  department  and  when  it  is  necessary  to  take  on  more 
men,  they  are  hired  either  from  the  carriage  building  trade  or 
from  the  sample  body-building  departments  of  other  firms. 
The  workmen  must  have  a  knowledge  of  the  properties  of  wood, 
the  strength  and  shrinkage  of  materials,  bracing,  and  pattern- 
making.  They  must  understand  the  possibilities  of  light  and 
strong  construction  in  wood  and  iron  combinations,  and  must 
be  familiar  with  the  working  of  sheet  metals  to  determine  expan- 
sion, shrinkage,  and  location  of  joints. 

The  side  panels,  doors,  and  seat  panels  are  assembled  in  the 
glue  room  before  they  go  to  the  body  builders.  This  facilitates 
assembling  the  frame  of  the  body.  The  workers  are  usually 
beginners,  ranging  in  age  from  eighteen  to  twenty-five  years, 
and  receiving  a  wage  of  from  25  cents  to  35  cents  per  hour.  Glu- 
ing together  the  small  pieces  is  not  difficult,  since  the  pieces  are 
light  and  are  easily  handled.  The  men  are  promoted  from  this 
department  to  body  building,  or  to  the  sample  room. 

The  body  builders  assemble  parts  of  the  body,  both  wood 
and  iron,  fitting  and  gluing  cross  members  of  the  frame  to  the 
sides;  attaching  angle  iron,  braces,  rods,  and  top,  and  wind  shield 
supports;  and  shaping  the  wood  at  the  edges  and  joints  ready  for 
the  sheet  metal  to  be  put  in  place.  Some  automobile  bodies  are 


26  INDIANAPOLIS  VOCATIONAL  SURVEY 

built  in  three  sections- — back  seat,  front  seat  and  cowl — while 
the  single-piece  body  is  built  on  its  own  frame  of  sills.  The  men 
build  up  the  different  members  of  the  body  as  in  the  case  of  the 
three  section  body  on  a  frame  called  a  "buck,"  corresponding  to 
the  car  frame.  Whether  it  be  a  three-section  or  a  one-piece 
body,  all  the  pieces  necessary  are  taken  from  the  storage  racks 
and  piled  by  the  trucker  under  the  "buck"  or  frame.  The 
assembling  of  these  pieces  requires  from  six  to  ten  hours,  depend- 
ing upon  the  speed  of  the  workman.  The  workmen  range  in 
age  from  twenty-three  to  fifty  years.  The  rate  of  wage  ranges 
from  25  cents  to  40  cents  per  hour. 

Door  fitting  is  the  next  operation  and  consists  in  fitting  and 
hanging  the  doors.  The  work  requires  about  the  same  type  of 
trade  knowledge  as  body  building,  but  it  is  essential  that  men 
have  a  high  degree  of  skill  and  be  able  to  make  good  fits. 

Paneling  is  the  last  operation  in  body  building  and  consists 
in  covering  the  wood  frames  with  sheet  metal.  In  the  sheet 
metal  department  the  metal  has  previously  been  shaped  in  large 
cast  iron  forms  to  fit  over  the  frames.  The  workmen,  after 
placing  the  sheet  metal  covering  over  the  frame,  bend  the  edges 
over  the  wood  and  fasten  it  in  place.  This  requires  some  skill, 
especially  in  covering  door  frames.  It  is  then  necessary  to  solder 
some  of  the  joints  and  other  places  over  the  body,  and  to  file 
and  scrape  them  in  order  to  obtain  a  smooth  surface  for  painting. 
The  workmen  perform  operations  similar  to  the  work  of  a  tinner 
or  sheet  metal  worker,  yet  it  is  claimed  that  a  man  from  the  tin 
shop  is  usually  a  poor  recruit  to  the  trade.  The  tools  used  are 
those  necessary  for  cutting,  punching,  bending,  scraping  and 
soldering  sheet  metal.  The  ages  of  the  workers  range  from 
twenty-three  to  thirty-five  years,  and  the  wages  from  20  cents  to 
30  cents  per  hour. 

Upfitting.  Upfitters  in  the  automobile  industry  are  often 
recruited  from  the  cabinet-making  trade.  The  tools  used  are 
the  same,  the  materials  are  almost  the  same,  and  the  fits  and 
finishes  required  are  the  same.  To  the  knowledge  required  for 
cabinet-making  may  be  added  in  some  factories  an  elementary 
knowledge  of  electricity  and  of  such  electrical  equipment  as 
switches  and  wiring,  and  of  the  use  of  the  accessories  on  the 
dash  of  the  automobile. 

In  this  department  the  cover  board,  braces,  and  sills  are  fitted 
to  the  cowl,  the  instrument  board  assembled  and  fitted,  the  door 


FINDINGS  AS  TO  INDUSTRIES  27 

locks  set  in,  and  the  metal  panels  put  on  the  doors  which  have 
been  trimmed. 

The  skill  required  is  chiefly,  but  by  no  means  entirely,  manip- 
ulative. Modification  of  courses  prepared  for  cabinet-makers 
would  provide  training  suitable  for  automobile  upfitters. 

Top  and  trim  drafting  and  cutting.  These  operations  are 
discussed  together  because  the  same  man  generally  performs 
both.  The  work  of  the  draftsman  is  to  draw  full-sized  patterns 
for  tops  and  trim,  receiving  his  dimensions  from  blueprints  or 
from  measurement  taken  from  the  machine.  The  skill  required 
is  both  technical  and  manipulative,  technical  in  knowledge  of 
drafting,  styles  and  methods  of  assembling  and  manipulative  in 
use  of  tools  and  patterns. 

The  cutter  follows  the  draftsman,  laying  out  the  patterns  on 
the  material  and  cutting  them  to  shape  with  an  electric  or  hand 
cutter.  With  the  electric  cutter,  about  thirty-five  thicknesses 
of  material  may  be  cut  in  one  layout. 

The  cutter  needs  little  but  manipulative  skill,  and  can  acquire 
this  in  from  one  to  three  months,  while  the  draftsman  requires 
a  year  or  more  of  experience. 

Trimming.  The  door  trimmer  tacks  to  the  door  frames  the 
leather  covers  and  pockets  as  they  have  been  assembled  in  the 
cutting  and  sewing  rooms.  He  must  be  careful  to  get  the  material 
stretched  tightly  and  evenly,  but  the  task  requires  very  little 
skill  and  does  not  commonly  lead  to  promotion  to  other  lines  of 
work. 

Cushion  making  is  classified  as  high-grade  trimming.  The 
springs  for  the  cushion  are  made  up  to  size.  The  cushion  maker 
covers  them  with  a  double  thickness  of  muslin,  and  places  over 
this  a  padding  of  hair  and  cotton,  and  the  leather  covering  which 
has  been  creased  and  lined.  Between  the  lining  and  the  leather 
are  thrust  pads  of  hair  covered  with  felted  cotton.  The  leather 
is  then  tacked  in  position  and  the  corners  hidden  by  a  binding 
made  by  folding  a  strip  of  leather,  so  that  no  raw  edges  show. 

The  trimmer  covers  the  trim  frames  or  back  and  body  springs 
with  muslin  as  above,  placing  over  this  a  layer  of  hair  and  cotton. 
He  then  places  over  this  the  leather,  and  tacks  it  in  small  pleats 
at  the  lower  edge,  carrying  the  pleats  to  the  top  of  the  frame  or 
seat,  and  stuffing  each  with  the  required  amount  of  hair.  Joints 
are  covered  with  a  metal  moulding  covered  with  leather,  or  a 
simple  binding  is  tacked  in. 


28  INDIANAPOLIS  VOCATIONAL  SURVEY 

Trimming  in  some  shops  is  subdivided  into  minor  occupations 
such  as  back-stuffinp,  back-hanging,  and  upfitting. 

Top  making.  After  the  bows  have  been  covered  with  cloth  and 
set  in  the  metal  sockets,  the  top  man  sets  it  up  on  his  "buck" 
which  is  a  frame  to  hold  the  top  in  the  same  position  it  will  have 
when  set  on  the  body.  He  upfits  the  top  with  curtain  buttons, 
clasps,  straps,  hooks,  wires,  and  aprons,  for  the  curtains.  He 
then  stretches  along  the  sides  of  the  bows  at  the  edge  of  the  top, 
a  strip  of  top  material  which  has  been  lined  by  the  sewing  depart- 
ment. He  cuts  this  at  all  bows  and  tacks  the  overlap  so  that  the 
material  is  stretched  tightly  throughout.  In  the  better  grade  of 
tops,  he  then  pads  the  edge  with  hair  or  felted  cotton,  and  turns 
over  this  one  side  of  the  lining  and  quilts  or  pastes  it  down.  He 
then  runs  from  the  front  to  the  back  a  strip  of  heavy  tape  and  a 
double  thickness  of  muslin  to  add  strength.  After  this  has  been 
tacked  carefully,  he  places  in  position  the  "deck"  or  top  proper, 
and  fastens  it  by  mouldings  or  upholstery  tacks.  At  the  same 
time  he  tacks  in  place  the  back  curtain  so  that  the  joint  of  the 
top  and  curtain  may  be  covered  by  one  binding  or  with  gimp. 

Both  trimming  and  top  making  are  occupations  requiring 
a  high  degree  of  skill,  and  many  of  the  workers  come  into  the 
automobile  industry  in  these  employments  from  other  uphol- 
stery jobs,  from  the  carriage  trim  shops.  An  alert  man  may  in 
some  cases  learn  to  do  satisfactorily  one  style  of  work  in  one  year, 
but  three  to  four  years  is  given  as  the  usual  time  required  to  master 
the  trade. 

Several  foremen  recommend  a  vocational  course  for  uphol- 
sterers, since  the  supply  of  skilled  men  is  far  from  being  equal  to 
the  present  demand,  and  seems  to  be  diminishing  each  year. 

Painting.  Automobile  painting,  as  a  branch  of  a  skilled 
trade,  has  not  yet  reached  a  point  where  all  the  manufacturers 
use  the  same  method  of  application.  In  some  establishments 
the  airbrush  is  not  used  at  all;  in  other  it  is  used  in  chassis  paint- 
ing but  not  on  bodies;  in  others  it  is  used  for  priming  coats  on 
both ;  while  in  others  all  coats  of  color  and  varnish  are  allied  with 
the  airbrush.  The  trade  is  sub-divided  into  sand  blasters, 
dippers,  sprayers,  primers,  sanders,  glazers,  motor-painters, 
rough-stuff  men,  rough-stuff  rubbers,  color  men,  color  varnishers, 
varnish  rubbers,  enamelers,  varnish  finishers,  stripers,  and  touch- 
up  men. 

The  minor  operations,  such  as  sand  blasting,  priming,  rough- 
stuff  work,  dipping,  motor  painting,  sanding,  rough-stuff  rubbing, 


FINDINGS  AS  TO  INDUSTRIES  29 

glazing  and  sanding  can  be  well  done  by  men  with  a  few  day's 
experience,  if  they  are  able  to  understand  directions.  The  best 
of  these  men  can  acquire  sufficient  skill  for  varnish  rubbing  in 
one  to  six  months. 

Color  men  and  color  varnishers  require  two  to  three  years, 
and  finishers  and  stripers  require  four  years  to  acquire  full  technical 
knowledge  and  skill.  These  men  may  be  either  trained  in  the 
department  and  promoted,  or  brought  in  as  skilled  artisans 
from  other  shops.  The  finishers  in  particular  must  have  a  knowl- 
edge of  varnishes,  and  of  correct  temperature  and  light  for  dry- 
ing to  give  the  best  results. 

In  all  metal  painting,  the  first  care  is  to  free  the  surface  from 
rust  and  oxidation,  and  the  ony  sure  method  by  which  this  can 
be  done  is  by  sand  blasting.  After  subjection  to  the  sand  blast 
the  surface  is  dusted  and  primed,  and  the  rough  places  and 
depressions  filled  with  putty.  Two  or  more  coats  of  filler  or 
rough  stuff  are  applied,  and  rubbed  smooth  with  emery  cloth 
or  other  abrasives.  The  surface. is  then  reglazed  and  sanded, 
and  coats  of  color  varnish  are  applied,  baked  and  rubbed.  Be- 
fore the  final  finish  coat  is  applied,  the  body  is  sent  to  the  trim 
shop  for  the  upholstery.  It  is  then  given  a  final  rub,  touched 
up,  and  striped,  and  sent  into  the  finishers  who  give  it  the  re- 
quired coats  of  finish  varnish,  and  the  final  rub. 

As  regards  health  of  the  worker,  automobile  painting  is  not 
nearly  so  dangerous  as  other  branches  of  the  painter's  trade. 

The  sand  blasters  are  provided  with  protective  helmets  or 
hoods.  The  rough-stuff  coats  are  the  only  ones  which  are  sanded, 
and  this  is  usually  done  in  a  special  room  provided  with  good 
ventilation,  so  that  the  workers  are  as  well  protected  from  the 
dust  as  is  possible.  The  filling  and  the  color  coats  contain  lead, 
but  as  these  are  rubbed  wet,  there  is  no  dust.  In  spraying, 
however,  the  exhaust  fan  can  not  collect  all  the  particles  of  color, 
and  some  are  inhaled  by  the  worker. 

The  painter  should  have  a  good  knowledge  of  the  hygiene  of 
his  trade —  of  the  physiological  effects  of  lead  sulphate  and  car- 
bonate when  mixed  with  linseed  oil,  turpentine,  petroleum  spirits, 
benzol,  and  alcohol,  and  of  the  methods  of  combating  and  pre- 
venting these  injurious  effects. 

Under  present  conditions  of  specialization,  an  apprentice  has 
little  opportunity  to  get  a  thorough  knowledge  of  his  trade  in 
the  shop. 

Inspection.     One  of  the  outgrowths  of  modern  large   scale 


30  INDIANAPOLIS  VOCATIONAL  SURVEY 

production  is  the  department  of  inspection.  The  conditions 
under  which  the  work  is  done  require  a  large  number  of  tests 
and  inspections.  Many  of  the  machine  operators  and  workers 
are  untrained  men  who  have  no  knowledge  of  the  requirements 
of  the  piece  on  which  they  are  working.  Some  of  them  can 
scarcely  speak  English.  Although  these  men  become  very 
skillful  in  machine  operation  and  are  able  to  command  good 
wages,  they  have  little  knowledge  of  mechanical  requirements, 
and  some  of  them  can  not  set  up  their  own  machines  without 
assistance. 

To  insure  that  each  man  working  under  the  piece  wage, 
premium,  or  bonus  system,  has  done  his  duty  by  each  piece  so 
that  it  will  be  ready  for  the  next  operation  or  for  its  place  in  a 
high-grade  mechanism,  a  rigid  inspection  is  necessary. 

The  inspector  must  be  a  judge  of  raw  materials,  of  machine 
work,  and  of  semi-finished  and  finished  products.  He  must  be 
diplomatic  enough  to  get  the  right  kind  of  work  without  offending 
the  workers  with  whom  he  deals.  He  should  be  able,  if  necessary, 
to  take  a  machine  and  show  the  operator  how  to  turn  out  the 
work  to  accomplish  the  desired  result. 

His  knowledge  must  cover  the  standard  testing  devices  and 
their  use,  and  the  special  devices  used  in  his  plant  to  test  strength 
of  materials  and  other  qualities  essential  to  the  perfection  of  the 
product. 

Motor  testing.  However  carefully  it  is  built  the  grueling 
conditions  under  which  the  automobile  motor  must  run,  make 
necessary  a  rigid  testing  before  the  motor  is  set  in  place  on  the 
chassis. 

Instead  of  running  the  motor  on  the  "block,"  the  present 
practice  is  to  connect  it  with  an  electric  motor  which  drives  it 
until  it  runs  smoothly.  It  is  then  run  under  its  own  power, 
driving  the  motor  as  a  dynamo,  until  it  generates  a  certain  amount 
of  current.  Finally  it  is  set  on  the  chassis,  and  a  further  dyna- 
mometer test  is  given  it  by  setting  heavy  pulleys  on  the  back 
axle,  and  belting  these  to  the  generator.  The  amount  of  current 
generated  is  again  the  determining  factor  of  its  satisfactory  con- 
dition. 

The  motor  testing  room  is  not  a  pleasant  place  in  which  to 
work.  It  is  filled  with  the  rattle  of  motors  finding  themselves, 
with  the  fumes  and  smoke  of  gasoline  and  oil,  and  with  the  reek 
of  hot  metal  and  paint. 

The  tester  must  make  accurate  adjustments  amid  this  noise 


FINDINGS  AS  TO  INDUSTRIES  31 

and  confusion,  be  strong  enough  to  move  motors  when  necessary, 
and  be  alert  for  unusual  noises,  which  indicate  incorrect  working. 
The  motor  tester  must  have  an  intimate  knowledge  of  motors, 
motor  assembling  and  motor  repair  and  a  general  knowledge  of 
electrical  motors  and  generators. 

Testers  come  from  the  motor-building  department,  or  are 
trained  as  helpers  in  the  testing  department  itself.  They  need 
technical  training  but  can  acquire  the  manipulative  skill  more 
quickly  in  the  industry  than  in  any  other  place. 

Road  testing.  Dynamometer  tests  have  reduced  the  amount 
of  road  testing,  but  have  not  entirely  supplanted  it,  since  in  no 
other  way  than  by  a  road  test  can  the  final  adjustments  of  working 
parts  made  under  the  actual  conditions  of  driving  be  met. 

The  road  tester's  work  is  dirty  and  nerve  racking,  but  is  out 
in  the  open  air,  so  that  he  is  not  bothered  with  fumes  and  ?inoke. 
He  must  be  alert,  observing,  and  able  to  make  adjustments  in 
any  or  all  parts  of  the  motor,  ignition  and  lighting  systems, 
transmission,  differential,  brakes,  pumps,  steering  gear,  throttles, 
and  clutch. 

Women  in  the  industry.  In  the  making  of  automobiles,  very 
few  women  workers  are  engaged.  A  few  are  at  work  in  the  foun- 
dries (see  Foundry  Report)  but  the  majority  are  sewing  machine 
operators. 

When  they  enter  the  industry,  they  usually  find  places  as 
bench  girls,  assembling  parts  of  tops  and  trims  until  they  learn 
the  correct  way  to  assemble  the  different  parts.  They  are  then 
promoted  to  machine  operation.  Most  of  the  sewers  are  trained 
in  the  industry,  since  (although  the  amount  of  wages  earned  by 
the  operator  runs  from  $15  to  &25  per  week)  girls  who  have  been 
operating  machines  in  other  industries  are  not  able  to  take  up 
work  in  the  automobile  industry  without  special  training.  The 
low-speed  machines,  heavy  materials,  different  adjustments  of 
tension,  and  special  kinds  of  scams  create  special  conditions 
requiring  special  training. 

The  skill  required  is  manipulative  and  can  be  acquired  in 
from  two  to  three  months.  Most  of  the  establishments  are  very 
considerate  of  their  sewers,  who  usually  work  in  well-lighted, 
well-ventilated  rooms,  but  the  work  requires  strong  healthy 
bodies,  and  steady  nerves  for  success.  There  is  very  little  train- 
ing which  the  school  can  give  to  aid  in  this  work,  beyond  a  knowl- 
edge of  running  power  machines,  threads  and  tensions. 

Service  and  repair.     Each  of  the  eight  automobile  factories 


32  INDIANAPOLIS  VOCATIONAL  SURVEY 

in  Indianapolis  and  the  sales  agencies  maintain  service  and  repair 
stations.  In  addition  to  these,  there  are  probably  two  hundred 
garages  employing  about  800  men,  making  a  total  of  approxi- 
mately 900  men  employed  in  service  and  repair  work. 

The  men  are  supposed  to  be  all-around  mechanics  able  to 
work  on  all  parts  of  any  car.  The  fact  is,  however,  that  few  9f 
the  men  know  all  the  parts  of  any  car,  and  most  garage  mechanics 
are  only  semi-skilled.  Due  to  the  growth  of  the  automobile 
industry  the  demand  for  skilled  mechanics  in  this  line  is  so  much 
greater  than  the  supply  that  practically  any  person  v:th  a  little 
automobile  knowledge  is  employed  by  the  repair  and  service 
stations. 

Some  of  the  best  service  stations  have  their  work 
and  men  with  wide  experience  in  their  own  factc.^  a,i~  pu, 
in  charge  of  the  repairs  on  the  different  parts.  In  one  factory 
service  department  the  Survey  found  a  storekeeper,  helpers, 
axle  men,  motormen,  assistant  foreman,  foreman  and  inspector, 
besides  sweepers,  washers  and  part-time  help  from  the  uphol- 
stery department  of  the  factory.  The  plan  of  repair  work  in  this 
department  is  as  follows : 

The  car  is  tested,  inspected  and  reported  on  by  the  inspector, 
who  is  the  most  highly-skilled  man  in  the  department.  He  v 
amines  the  machine  thoroughly,  notices  the  worn  parts  and  makes 
a  list  of  all  parts  to  be  repaired  or  renewed  and  computes  the 
time  required  for  the  work,  listing  each  part  and  each  o^, 
tion.  This  list  in  the  form  of  a  bill  is  submitted  to  the  owner 
for  his  approval  with  the  price  given  on  a  flat  basis.  The  job  is 
then  turned  over  to  the  men  who  are  expected  to  do  the  work 
within  the  time  listed  for  each  operation  and  in  the  sequence 
listed.  The  inspector  must  be  an  expert  and  must  have  a  complete 
knowledge  of  the  operations  required  not  only  to  determine  the 
repairs  and  adjustments  needed,  but,  as  well,  the  proper  time  to 
allot  to  each.  The  time  standards  for  each  operation  are  deter- 
mined by  experiment,  and  accumulated  shop  knowledge.  The 
experience  of  this  station  shows  that  a  flat  price  with  each  itei. 
listed  is  more  satisfactory  to  the  owner  than  any  other  estimate 
The  repairs  on  any  car  are  divided  into  three  grades :  (1)  First- 
class  condition,  which  is  the  equivalent  of  a  new  car,  including 
painting;  (2)  good  running  condition,  which  usually  means  over- 
hauling of  the  mechanical  parts;  and  (3)  overhauling  specific 
parts  such  as  motor  or  rear  axles.  The  only  guide  the  inspector 
has  for  the  amount  of  the  work  to  be  done  is  the  classification 


FINDINGS  AS  TO  INDUSTRIES 

by  the  owner  L,  one  of  these  grades.  The  work  of  painting 
and  upholstering  is  done  by  men  assigned  by  the  paint  and  up- 
holstering department  of  the  factory.  They  are  skilled  men  not 
re^-^rly  :->ployed  in  the  service  department,  and  work  there 
only  during  the  busier  seasons.  The  rate  of  wages  in  these  service 
stations  ranges  from  12^c  for  storekeepers  to  40c  for  skilled 
mechanics. 

The  service  and  repair  stations  offer  great  opportunities  for 
boys  and  young  men  of  mechanical  skill  or  training  on  account 
of  the  greatt  variety  of  work  done  on  all  classes  and  types  of  auto- 
mobiles. 

The  schools  are  in  a  favorable  position  to  teach  car  repair 

^e  knowledge  and  training  can  be  obtained  on  old 

,I1V   ,,..,       ,iron  the  later  models.     The  old  cars  can  be  borrowed 

or  bought  outright  for  a  small  sum.       They  can  be  repeatedly 

torn  down,  and  rebuilt  without  loss  or  damage,  and  custom  work 

can  be  given  the  boys  after  they  have  a  little  experience. 

Automobile  parts  and  accessories.  Of  the  six  thousand  men  in 
the  industry,  about  one-fourth  are  working  in  the  smaller  plants 
making  parts  and  accessories  such  as  motors,  axles,  wheels,  bodies, 
fenders,  hoods,  radiators  and  shells,  shock  absorbers,  lamps, 
horns,  fans,  tools  and  machine  parts,  ignition  and  starting 
systems,  carburetors,  oil  pans,  dust  reflectors,  tops,  trim,  seat 
covers,  castings  of  aluminum,  brass,  iron  and  steel,  and  drop- 

-T&jPS8- 

But  five  of  these  plants  employ  more  than  100  men,  and  most 

of  them  employ  fewer  than  twenty-five,  so  that  the  large  scale 
production  of  the  factory  does  not  prevail.  More  skill  is,  however, 
demanded  of  the  men  individually  in  these  shops  than  in  the  larger 
factories,  because  of  the  greater  variety  of  work,  and  the  lack  of 
engineering  departments  and  of  foremen.  There  is,  in  the  small 
shop,  moreover,  a  better  opportunity  for  the  apprentice  to  learn 
the  trade.  He  may  have  the  personal  attention  of  the  employer, 
and  he  is  associated  with  skilled  men.  There  is  a  greater  variety 
>£  problems  to  be  solved  in  the  shop,  there  is  some  designing  of 
tools  and  jigs;  and  in  general  the  responsibility  resting  upon  the 
individual  worker  is  greater. 

While  many  of  the  employers  state  that  they  do  not  like  to 
have  boys  in  their  shops,  they  seem  ready  to  co-operate  in  any 
scheme  of  education  for  the  good  of  their  men  now  or  in  the  future. 

The  rate  of  wages  in  the  smaller  plants  is  the  same  as  in  the 
larger  plants,  but  the  average  wage  is  probably  a  little  higher  on 


34  INDIANAPOLIS  VOCATIONAL  SURVEY 

account  of  the  large  number  of  experienced  men  employed. 
The  range  of  ages  is  wider  because  a  number  of  older  men  are 
employed. 

Occupation  analyses  charts.  Rather  than  burden  the  Report 
with  a  description  of  the  work  done  in  each  occupation  and  the 
requirements  and  qualifications  of  the  worker,  it  was  deemed 
better  to  analyze  and  chart  the  several  occupations  and  require- 
ments of  each.  In  making  these  charts  (which  have  been  included 
in  Part  II,  giving  a  summary  of  the  Survey  Findings  as  to  in- 
dustries), the  all-around  workman  rather  than  the  specialist  is 
kept  in  mind. 

It  was  believed  that  the  material  in  these  charts  would  be 
valuable  in  arranging  vocational  and  apprenticeship  courses 
and  that  it  could  be  used  by  the  wage-earner  in  checking  up  his 
own  qualifications  in  preparing  himself  for  promotion,  either  by 
school  courses  or  by  home  study. 

These  charts  do  not  represent  the  opinion  of  any  one  man  or 
group  of  men,  but  have  been  gathered  from  the  industry  by  obser- 
vation and  inquiry.  They  were  submitted  to  men  from  the  several 
plants  for  criticism  and  comment  and  this  material  brought  to- 
gether and  tabulated  in  final  form  was  again  checked  for  possible 
omissions.  An  attempt  was  made,  also,  to  cover  a  trade  entirely 
as  well  as  the  part  within  the  industry. 

II.  MACHINE-SHOP  WORK,  BLACKSMITHING,  BOILER-MAKING 
AND  DROP-FORGING.* 

Scope  of  the  Survey.  The  material  presented  in  this  section 
is  supplementary  to  the  material  presented  in  other  sections  of 
this  Report  for  the  automobile  industry  and  for  foundries;  and  to 
the  material  presented  in  the  Surveys  of  Evansville,  Indiana, 
Richmond,  Virginia,  and  Minneapolis,  Minnesota. 

A  total  of  fifty-six  Indianapolis  shops  were  scheduled,  em- 
ploying approximately  3,  000  workers.  The  results  of  the  Survey 
have  been  reduced  to  tabular  form  in  the  detailed  occupational 
charts.**  In  view  of  the  full  descriptive  treatment  of  the  machin- 
ist trade  and  of  the  metal  working  occupations  given  elsewhere, 


"Including  engine  and  car  repair,  but  not  auto  factories  and  shops  making  auto 
parts  or  accessories  exclusively  or  as  the  major  part  of  their  output  and  foundries  are 
treated  in  a  separate  section.  For  description  of  machines  and  operations,  see  Evans- 
ville Report ;  for  discussion  of  car  shops,  see  Richmond  Survey ;  for  discussion  of  machine 
and  boiler  shops,  see  Minneapolis  Survey. 

**See  Appendix  A.  Vol.  I,  pp  230-245. 


FINDINGS  AS  TO  INDUSTRIES  35 

the  following  statement  is  confined  to  a  brief  summary  of  condi- 
tions prevailing:  in  Indianapolis  shops.  These  conditions  it  may 
be  noted  do  not  vary  greatly  from  conditions  observed  in  other 
communities. 

Specialization.  The  degree  of  specilization  is  largely  deter- 
mined by  the  volume  of  output.  Generally  it  is  true  that  from 
the  standpoint  of  the  individual  worker,  employment  in  the  small 
shop  requires  a  greater  diversity  of  skill  than  does  employment  in 
the  larger  establishments.  In  the  small  shops  there  is  a  greater 
variety  of  work  per  man,  and  in  them  the  proportion  of  journey- 
men machinists  is  greater.  The  worker  is  usually  under 
the  necessity  of  setting  up,  as  well  as  operating  the  several  ma- 
chines. In  the  large  shops  which  makes  use  of  special  machines, 
tools,  jigs,  and  fixtures,  operations  are  supervised  by  the  tool 
makers,  set-up  men,  and  inspectors,  and  the  division  of  labor 
'carried  to  such  an  extreme  that  the  machine  operators  work  is 
monotonous,  and  requires  comparatively  little  trade  skill. 

Classes  of  workers  in  machine  shops.  The  workers  in  the 
thirty-three  machine  shops  surveyed  are  classified  by  the  character 
of  their  employment  in  Table  1,  which  gives  also  the  range  of 
average  wages  paid  in  the  several  shops.  There  may  be  a  slight 
duplication  of  numbers  in  this  table  and  that  of  the  automobile 
industry,  but  every  effort  has  been  made  to  avoid  this. 


36 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  1 — Number  of  Workers  Classified  by  Occupation  and  Range  of 
Wages  Per  Hour  in  Thirty-three  Machine  Shops. 


CLASS  OF  WORKERS 


Workers  in  machine 
shops 


Number 


Wage 

per  hour 

(cents) 


Total 2,151 

Apprentices 99 

Airbrakes 19 

Assemblers 122 

Automatic  machines 

Operators 154 

Set-up  men 18 

Bench  and  floor 282 

Boring  mill  operators 14 

Brass  finishers 4 

Drilling  machine  operators 163 

Grinders 67 

Handy  men 162 

Helpers 138 

Lathe  operators 220 

Machinists 307 

Milling  machine  operators 86 

Planer  operators 18 

Polishers 18 

Punch  press  operators 67 

Shaper  operators 13 

Tool  makers .  .  180 


8-20 

36-38 
30-37* 

31-32* 

27*-37* 

20-42 

35-42 

35 

12*-42 
20-37* 

20-28 

20-24 

23^2 

27*-50 

22*-40 

31-40 

32 

20 

37*-42 

34-50 


The  307  machinists  shown  in  the  table  are  generally  skilled 
men  who  can  set  up  and  operate  any  of  the  machines  ordinarily 
found  in  a  machine  shop.  They  have  usually  served  an  appren- 
ticeship, or  have  acquired  knowledge  of  the  several  machines  and 
of  their  operation  by  practical  experience  working  in  various 
shops. 

It  has  been  difficult,  however,  in  some  cases  to  differentiate 
in  the  classification  of  workers  between  a  machinist  operating  a 
machine  and  a  machine  operator  who  may  be  for  the  time  being 


FINDINGS  AS  TO  INDUSTRIES  37 

doing  the  same  sort  of  work,  when  both  workers  declare  themselves 
to  be  machinists.  The  machinists  operating  the  machine  is  able 
to  set  up  his  machine,  sharpen  his  own  tools  for  a  particular 
job,  read  his  specifications  from  the  blueprints,  and  gauge  his  own 
work,  while  the  machine  operator  may  not  be  able  to  do  any  of 
these  things. 

The  tool  makers  employment  involves  benchwork  as  well 
as  machine  operation  and  these  workers  are  generally  more  skilled 
than  those  classified  as  machinists.  The  tool  maker  devises  and 
makes  tools,  jigs  and  fixtures,  by  the  use  of  which  output  is  in- 
creased, processes  simplified,  and  cost  of  production  reduced. 
A  wide  range  of  technical  knowledge  of  materials,  of  standard 
and  special  tools  and  machines  is  required. 

In  the  shops  using  automatic  or  semi-automatic  machinery, 
one  set-up  man  superintends  each  battery  of  three  or  four  machines. 
In  shops  where  machine  operators  are  required  to  tend  the  ma- 
chines, set-up  men  help  the  operators  set  up  their  machines  and 
give  them  specific  directions  for  the  work  in  hand.  Set-up  men 
are  usually  skilled  machinists,  who  have  made  a  special  study  of 
automatic  machinery. 

Two  types  of  machine  operators  may  be  distinguished;  (1) 
Those  who  know  the  operation  of  one  or  two  machines;  and  (2) 
skilled  machinists,  who  have  made  a  special  study  of  one  partic- 
ular machine.  Practically  all  of  the  operators  shown  in  Table  1 
are  of  the  first  type.  Advancement  for  the  machine  operators 
takes  the  form  generally  of  an  increase  of  wage  or  in  promotion 
to  a  more  difficult  machine. 

The  handy  man  works  wherever  he  is  needed.  Though  he 
works  at  various  machines,  he  is  not  an  "operator."  His  posi- 
tion, however,  is  higher  than  that  of  a  helper,  who  merely  assists 
the  other  men. 

Apprenticeship.  The  apprenticeship  system  is  followed  in 
eleven  shops,  the  required  period  of  apprenticeship  being  almost 
uniformly  four  years,  although  in  some  of  the  shops  the  time  re- 
quirement is  not  enforced  strictly. 

One  shop  conducts  a  school  for  apprentices.  No  boy  is  allowed 
to  enter  until  he  has  completed  the  eighth  grade  at  school,  can 
pass  a  satisfactory  examination,  and  has  reached  the  age  of  seven- 
teen. The  period  of  service  is  four  years  and  the  rate  of  wage  is 
ten  cents  per  hour  the  first  year,  twelve  cents  the  second  year, 
and  a  two-cent  increase  per  hour  each  six  months  thereafter 
until  the  course  is  completed. 


61209 


38  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  instruction  is  divided  between  shop  and  technical  work. 
In  the  shop  the  boy  learns  to  operate  all  of  the  machines  and 
to  use  the  various  tools.  At  times  he  is  allowed  to  increase  his 
earnings  by  piecework.  His  technical  instruction  is  received  in 
the  shop  school  which  he  attends  four  hours  per  week. 
The  major  part  of  this  time  is  devoted  to  mechanical  drawing; 
making  reading,  and  using  blueprints;  decimal  fractions;  square 
root;  mensuration  and  the  application  of  geometrical  principles; 
elementary  physics;  and  the  technical  facts  concerning  the  work 
of  that  particular  shop.  Most  of  the  graduates  of  this  course 
remain  after  their  training  is  completed,  though  some  go  to 
responsible  positions  in  other  shops. 

The  management  of  the  school  presents  suggestions  for  the 
organization  of  part-time  classes  for  apprentices.  The  shop 
school,  however,  has  certain  advantages,  in  that  the  boys  work 
under  the  continuous  supervision  of  their  shop  instructors. 

Wages.  The  rate  of  wages  shown  on  the  tabulation  does  not 
in  all  cases  state  the  amount  of  earnings,  since  the  rate  is  much 
modified  by  piecework  or  premium  systems. 

Promotion.  No  regular  plan  of  promotion  exists  in  most 
machine  shops.  Good  mechanics  are  rare  and  the  man  who  shows 
an  interest  in  his  work  and  has  ability  is  sure  of  promotion.  In 
the  larger  shops,  the  men  are  given  opportunities  to  try  various 
kinds  of  work  until  they  find  that  for  which  they  are  best  fitted.  The 
employers  have  begun  to  take  account  of  the  money  loss  involved 
in  continual  "hiring  and  firing"  of  men  and  are  making  effort 
to  get  good  men  and  to  keep  them. 

Changing  requirements.  It  must  be  admitted  that  in  many 
lines  the  degree  of  skill  demanded  of  workers  seems  to  be  de- 
creasing. Under  modern  conditions  of  organization  much  of 
the  work  can  be  done  by  men  recruited  from  outside  the  trade, 
and  trained  on  the  job  to  do  some  particular  operation.  Em- 
ployers, however,  are  using  greater  care  in  selecting  the  employees, 
partly  to  avoid  the  instability  of  the  less  skilled  labor  and  insure 
a  continuous  output,  but  chiefly  to  avoid  liability  under  the  work- 
man's compensation  laws.  The  man  of  limited  training  in  the 
operation  of  machines  and  no  knowledge  of  the  technical  side  of 
the  work  is  apt  to  become  careless  and  endanger  not  only  him- 
self, but  those  around  him. 

Occupations  of  workers  in  blacksmith,  boiler-making  and  drop- 
forge  shops.  The  962  workers  in  twenty-three  blacksmith, 
boiler-making  and  drop-forge  shops  scheduled  by  the  Survey, 


FINDINGS  AS  TO  INDUSTRIES 


39 


are  classified  in  Table  2,  by  occupation.  Approximately  one- 
third  of  these  workers  are  classified  as  helpers.  The  number  of 
workers  reported  from  the  blacksmith  shops  is  356;  from  the  boiler- 
making  shops,  327;  and  from  the  drop-forge  shops,  279. 

Table  2 — Number  of  Workers    in    Blacksmith    Shops,  Boiler  Shops 
and  Drop-forge  Shops,  Classified  by  Occupations. 


CLASS  OF  WORKER 

Number  of  workers 

Total 

Black- 
smith 
shops 

Boiler- 
making 
shops 

Drop- 
forge 
shops 

Total     :    

962 
29 

126 
109 

18 
88 

27 

5 
16 

7 
88 

352 

356 
12 
120 

327 
14 

279 
3 
6 

Apprentice  .        

Blacksmith    •  

Boilermaker  

109 

Diesinker  .                 

18 
88 

7 

Drophainmer  man           

Foreman                              .... 

11 

5 

9 

Furnace  man  .                      ... 

Grinder  

16 

Hammer  boy  

7 

Heaters  

88 
14 

Helpers  

144 

194 

87 
107 
1 

Skilled 

Unskilled 

Laborer 

12 
23 
15 

8 
7 
14 
10 

8 

11 

Machinist  

23 

Machine  operator  .               . 

15 

Pickler             .  . 

8 

Spring  maker 

7 
14 
10 

Steamhammer  man 

Tool  dresser                                            .    ... 

Tool  maker                             .                .... 

8 

Blacksmithing .  The  supply  of  skilled  and  experienced  black- 
smiths is  limited,  and  men  who  can  qualify  as  experienced  workers 
in  this  trade  may  expect  to  be  advanced  rapidly  to  positions  of 


40  INDIANAPOLIS  VOCATIONAL  SURVEY 

responsibility.  The  development  of  the  heat-treating  depart- 
ments has,  however,  somewhat  lessened  the  demand  for  black- 
smiths since  a  technically  trained  skilled  heat  treater  can  oversee 
and  regulate  a  great  amount  of  work,  done  by  formulae  adapted 
to  the  use  of  precision  instruments.  In  some  repair  shops,  where 
the  work  is  very  simple,  it  is  done  by  the  "handy  men"  who  were 
formerly  blacksmiths'  helpers.  These  men,  however,  as  helpers, 
had  little  opportunity  to  learn  the  scientific  principles  of  black- 
smithing,  and  many  of  them  could  not  forge  the  tools  with  which 
they  work. 

Few  apprentices  are  found  in  the  blacksmith  shops,  the  em- 
ployers prefering  to  employ  "helpers"  and  to  train  them  as  black- 
smiths. 

It  seems  improbable  that  any  arrangement  can  be  made  with 
blacksmiths  to  attend  part-time  classes.  Such  workers  might, 
however,  enter  courses  for  instruction  relating  to  heat  treatment 
of  steel,  methods  of  welding,  and  characteristics  of  steels,  irons 
and  coals. 

The  working  force  in  the  blacksmithing  department  of  the 
railroad  shop  embraces  blacksmiths,  hammer  men,  tool  dressers, 
spring  makers,  and  machine  men.  In  this  department  are  forged 
the  links,  eccentrics,  rocker  arms,  tumbling  shafts,  spring  hangers, 
and  other  parts  and  equipment  for  engines  and  coaches.  The 
blacksmith  finishes  the  work  roughed  out  by  the  steamhammer 
men,  and  when  work  leaves  his  hands,  it  is  ready  for  the  machine 
shop.  Many  men  can  do  forging,  but  few  can  take  the  blueprint 
of  the  motion  work  of  a  locomotive  and  turn  out  the  product 
according  to  specifications  in  a  workmanlike  manner. 

Blacksmithing  in  railroad  car  shops.*  The  foreman  in  a 
railroad  shop  must  be  a  thorough  mechanic  with  years  of  exper- 
ience and  with  executive  ability  in  handling  men  and  in  system- 
atizing his  work.  His  duties  and  responsibilities  are  very 
considerable.  He  orders  all  materials,  and  is  responsible  for  their 
economic  use.  He  devises  all  jigs,  forms  and  tools  to  simplify 
the  work  and  increase  the  output.  He  hires  all  the  blacksmiths 
and  helpers  and  other  men  in  his  department,  regulates  their  pay, 
and  is  held  responsible  by  the  master  mechanic  for  the  output 
and  the  expense  of  his  department. 

The  hammer  man  usually  has  a  crew  of  six  workers:  One  furnace 
man,  one  heater,  three  helpers  on  the  porter  bar,  and  one  hammer 


*For  a  detailed  account  of  heat  treatment  of  metals  see  automobile  Industry 
pp,  15  to  10. 


FINDINGS  AS  TO  INDUSTRIES  41 

boy.  The  crew  is  generally  paid  by  the  ton  $5.50  for  shingling, 
$7.00  for  straight  flat  work,  and  $9.00  for  formed  forgings.  The 
hammer  man  gets  forty  per  cent  of  the  gross  earnings  and  the 
balance  is  divided  among  the  helpers,  heaters,  furnace  men,  and 
hammer  boy.  The  hammer  man  averages  $7.00  to  $12.00  per 
day  of  nine  hours,  although  his  flat  rate  is  but  forty  to  fifty  cents 
per  hour.  His  work  calls  for  high  grade  of  skill,  good  judgment 
and  strength.  He  forges  engine  frames,  truck  frames,  equalizers, 
mud  rings  and  side  rods,  and  blocks  out  all  the  heavy  pieces  of 
machinery  used  on  locomotives  and  coaches. 

The  tool  dresser  must  be  a  man  of  more  than  ordinary  intelli- 
gence and  adaptibility.  He  makes,  tempers,  and  repairs  the  tools 
used  in  the  different  departments  of  the  railroad  shop.  His 
knowledge  must  cover  the  chemical  properties  of  steel,  tempering, 
casehardening  and  the  choice  of  steels  for  different  purposes. 
Very  often  the  most  intricate  parts  come  to  him  to  be  tempered. 
He  must  study  their  shape  and  size  so  that  he  will  not  spring  or 
break  them.  When  called  upon  to  make  a  number  of  tools,  he 
must  know  their  use  in  order  that  he  may  select  a  steel  which  ha,s 
the  proper  amount  of  carbon. 

After  the  tool  has  been  forged,  it  is  hardened  and  tempered. 
These  are  separate  and  distinct  operations.  To  harden  a  piece  of 
steel,  it  is  first  heated  to  a  dark  red,  and  then  quenched  in  water 
or  other  bath.  In  the  process  of  tempering  the  steel,  a  piece  be- 
comes a  light  straw  color,  a  dark  straw,  brown,  purple,  bronze  or 
pigeon  blue,  each  color  representing  a  different  stage  of  the  harden- 
ing process.  The  metal  is  reheated  and  plunged  into  the  bath 
until  it  attains  the  color  which  shows  the  desired  degree  of  hardness. 
If  on  trial  the  tool  proves  too  hard  or  too  soft,  the  process  is  re- 
peated. 

Casehardening  carbonizes  the  outside  of  the  wearing  surface 
to  the  depth  of  yff  to  |  inch  and  leaves  the  inside  soft.  The  process 
can  be  applied  only  to  wrought  iron  or  mild  steel.  Good  results 
can  be  obtained  by  any  one  of  the  three  methods,  characterized 
by  the  use  of  crude  potash,  cyanide  of  porassium,  and  animal 
carbon  respectively.  The  most  common  process  is  that  using 
cyanide.  By  this  method,  the  piece  is  heated,  the  cyanide  applied 
and  allowed  to  fuse  into  the  metal,  and  the  piece  is  plunged  into 
water  or  brine.  When  a  great  many  pieces  are  to  be  casehardened, 
it  is  best  to  use  animal  carbon,  that  is,  pieces  of  leather,  bone, 
hoofs,  and  a  small  amount  of  charcoal.  The  pieces  of  metal  are 
packed  in  cast-iron  boxes  with  plenty  of  carbon,  the  boxes 


42  INDIANAPOLIS  VOCATIONAL  SURVEY 

luted  with  fireclay  and  put  into  a  furnace  where  they  are  brought 
to  a  good  red  heat  and  kept  at  that  point  for  about  five  hours. 
The  boxes  are  then  taken  from  the  furnace,  the  pieces  removed 
and  cooled  in  water  or  brine.  This  is  called  the  cementation 
process  and  is  very  effective. 

In  making  springs  for  engines  and  coaches,  a  special  steel  with 
about  1%  per  cent  carbon  is  used.  The  blanks  are  cut  one 
and  one-half  inches  short  to  allow  each  end  to  be  drawn  our 
three-fourths  of  an  inch.  The  spring  maker  puts  the  teat  in  the 
center,  trims  the  ends  square,  and  heats  the  first  leaf,  bends  it 
to  form  and  hardens  and  toughens  it  by  quenching  it  in  fish  oil. 
He  then  takes  the  next  leaf,  heats  it,  fits  it  to  the  first,  runs  them 
through  rollers  to  insure  a  perfect  fit,  puts  them  on  a  saddle,  bears 
down  on  each  until  he  has  the  proper  set  in  the  hot  leaf  and  hardens 
it.  Each  leaf  is  tempered  by  fitting  the  next  one  to  it.  This  pro- 
cess is  repeated  until  all  the  leaves  have  been  fitted,  set  and 
hardened.  The  "set"  put  upon  each  leaf  is  to  insure  the  resiliency 
of  the  finished  spring.  The  spring  is  then  assembled,  the  teat 
on  each  one  fitting  into  the  cavity  of  the  one  above,  with  the  leaves 
in  perfect  alignment.  The  leaves  are  held  by  a  clamp  while  the 
band  is  heated  and  put  on,  pressed  tight,  cooled  and  shrunk, 
the  spring  is  then  submitted  to  pressure  and  the  deflection  noted. 
It  is  then  released  and  if  it  is  not  broken  under  the  pressure  and 
resumes  its  original  shape,  it  is  ready  for  use.  After  the  spring 
maker  learns  to  perform  these  different  operations,  the  work  is 
largely  a  matter  of  routine  and  does  not  require  a  great  amount 
of  mechanical  skill. 

In  a  modern  blacksmith  shop  there  are  a  number  of  machines 
for  doing  work,  including  bolt  headers,  power  presses,  and  bull- 
dozers. These  machines  call  for  manipulative  rather  than 
mechanical  skill.  The  operators  are  generally  men  promoted 
from  the  position  of  blacksmith  helpers.  There  is  one  operator 
and  one  helper  at  each  machine.  In  these  machines  are  made 
bolts  of  all  kinds  for  engines  and  cars,  -side  steps,  hand  holds  and 
equalizers  for  freight  trucks,  engines,  and  coaches.  The  opera- 
tion consists  in  getting  the  piece  hot  and  pressing  it  into  shape 
with  a  set  of  tools  made  for  the  purpose. 

The  helper  is  the  blacksmith's  assistant.  He  strikes  with  the 
sledge,  builds  the  fire  and  cleans  it,  grinds  the  tools,  brings  the 
coal  in,  fills  the  slack  tub,  keeps  the  place  around  the  forge  clean 
and  makes  himself  generally  useful.  A  good  helper  has  an  op- 


FINDINGS  AS  TO  INDUSTRIES  43 

portunity  to  pick  up  much  of  the  smith's  knowledge.  He  belongs 
to  the  ranks  of  skilled  labor. 

It  is  the  duty  of  the  laborers  to  keep  the  shop  clean,  pick  up  all 
the  scrap  and  carry  it  to  the  scrap-heap.  They  are  promoted  to 
the  position  of  helper  as  opportunity  presents  itself. 

To  enter  upon  apprenticeship,  boys  must  have  completed  the 
eighth  grade  in  school  and  be  able  to  pass  an  examination.  They 
are  required  to  attend  school  at  the  shop  four  hours  per  week. 
In  this  school,  they  receive  instruction  in  mechanical  drawing 
and  mathematics.  The  term  of  apprenticeship  is  four  years. 

Boiler-making.  In  a  modern  boiler  shop,  the  riveting,  chipping, 
calking,  putting  and  riveting  stay  bolts,  and  the  lifting  of  heavy 
weights  and  boilers  is  almost  all  of  it  done  by  compressed  air.  The 
hand  hammer  is  rarely  used,  although  all  boilermakers  must  know 
how  to  chip,  rivet  and  calk  by  hand  as  well  by  compressed  air. 

The  most  important  men  in  the  shop  are  those  who  lay  out  the 
sheets  for  the  fire  box,  the  crown  sheets,  and  flue  sheets.  These 
are  flanged,  and  drilled  or  punched  in  the  proper  places,  so  that 
when  the  boiler  is  assembled  the  parts  may  be  riveted  together. 

The  boilermaker  who  goes  out  on  repair  jobs  must  be  resource- 
ful, since  he  is  often  called  upon  to  make  repairs  in  the  most 
difficult  places.  Sometimes,  for  example,  he  must  repair  a  leaky 
flue,  or  put  in  a  patch  where  he  can  not  use  the  hand  hammer. 
Under  such  circumstances  he  cuts  out  the  piece  with  an  oxy- 
acetylene  flame  and  welds  the  patch  on. 

Oxy-acetylene  welding  is  used  very  extensively  in  joining 
broken  parts  of  boilers  or  engines,  welding  locomotive  frames  and 
other  parts  of  wrought  iron,  cast  iron  or  steel.  The  welder  must 
know  the  proper  fluxes,  the  proper  temperatures  for  preheating 
and  reheating,  the  methods  of  scarfing,  and  the  allowances  to  be 
made  for  expansion,  contraction,  and  shrinkage. 

There  are  few  young  men  entering  the  trade  of  boiler-making. 
The  helpers  who  show  any  ability  are  promoted  from  one  job 
to  another  until  they  become  good  mechanics. 

Drop-forging.  The  operation  of  drop-forging  consists  in 
stamping  out  a  piece  of  iron  or  steel  under  a  steam  hammer  or  a 
hammer  driven  by  a  friction  belt."  The  operator  regulates  the 
process  with  his  foot,  making  the  hammer  strike  lightly  or  heavily 
according  to  the  weight  put  on  the  lever  which  is  attached  to  the 
machine  for  that  purpose. 

There  is  one  operator  and  one  assistant  to  each  hammer. 
The  material  is  got  out  of  the  raw  stock  to  the  exact  length  de- 


44  INDIANAPOLIS  VOCATIONAL  SURVEY 

0 

sired.  The  assistant  puts  from  ten  to  thirty  pieces  into  the  fur- 
nace where  they  remain  until  they  reach  a  white  heat.  The  opera- 
tor then  places  one  of  the  pieces  on  the  bottom  die  and  brings  the 
hammer  down  with  a  hard  blow.  It  takes  from  four  to  eight  such 
blows  to  stamp  out  exact  duplicates  of  the  impression.  The 
operator  then  puts  the  piece  under  the  trimmer  and  cuts  off  the 
flash  or  surplus  stock,  after  which  the  piece  is  put  again  under 
the  hammer  and  straightened  with  one  light  blow.  If  the  pieces 
are  irregular  in  shape  and  have  projections  or  arms,  they  are 
placed  in  the  annealing  furnace  to  relieve  any  unequal  strain  put 
into  them  by  forging,  and  to  allow  the  molecules  of  steel  to  re- 
arrange themselves.  The  piece  is  then  taken  to  the  grinding 
room,  where  the  rough  or  ragged  edges  are  ground  off,  and  the 
finished  piece  inspected.  The  next  process  is  that  of  the  pickling 
room  where  the  piece  is  boiled  in  a  vat  containing  a  compound  to 
remove  the  oxide.  This  bath  turns  the  product  a  dark  color 
and  puts  a  bright  finish  on  it.  The  piece  is  now  ready  for  ship- 
ment. None  of  the  operations  require  much  mechanical  skill, 
but  the  hammer  man's  work'  is  hard,  hot  and  dirty.  Twenty- 
five  percent  of  this  work  is  done  by  negroes.  Hammer  men  are 
recruited  from  assistants. 

A  break-down  man  "roughs  out  the  work"  for  pieces  such  as 
steering  knuckles,  front  axles,  and  crank  arms.  He  selects  a 
piece  of  stock  large  enough  for  the  largest  part  of  the  forging. 
Such  parts  as  are  required  to  be  small  he  reduces.  He  does  this 
that  there  may  not  be  waste  in  flash  or  surplus  stock  when  the 
hammer  man  finishes  his  work  of  trimming  off.  Any  drophammer 
man  can  take  the  break-down  hammer  and  do  the  work,  as  it 
is  not  a  separate  branch  of  the  industry. 

The  most  highly-skilled  mechanic  in  the  drop-forge  industry 
is  the  diesinker,  who  must  have  special  trade  training.  He 
works  from  drawings  and  specifications,  and  great  care  is  necessary 
in  allowing  for  the  contraction  and  shrinkage  of  the  initial  die  ac- 
cording to  the  size  of  the  piece.  His  work  may  not  vary  apprec- 
iably from  specified  dimensions.  The  steel  with  which  he  works 
comes  to  him  in  blocks,  and  is  said  to  toughen  under  the  work. 

The  diemaker's  task  is  to  forge  a  pair  of  dies,  and  a  trimmer  to 
do  the  required  work  in  the  most  simple  and  economical  manner. 
He  takes  two  blocks  of  steel,  lays  off  one-half  of  the  dies  on  each, 
marking  the  lines  with  a  fine  scriber.  He  then  mills,  planes,  and 
drills  these  pieces.  After  he  has  done  all  he  can  on  the  machines, 
he  takes  the  dies  to  his  bench  and  files,  chips,  and  scrapes  them 


FINDINGS  AS  TO  INDUSTRIES  45 

until  they  are  finished.  He  takes  an  impression  of  the  dies  by 
running  them  full  of  molten  lead.  When  this  is  cold  here  moves  it, 
notes  the  shrinkage  and  draft,  determines  whether  the  piece 
conforms  exactly  with  the  specifications  of  the  drawing.  He 
then  makes  any  required  number  of  exact  duplicates.  The 
trimmer  is  made  with  the  same  outline  as  the  outside  of  the  die 
so  that  it  will  trim  off  all  the  flash  or  wastage.  A  pair  of  dies  will 
make  from  10,000  to  25,000  pieces  of  work. 

III.     FOUNDRY  INDUSTRY. 

Scope  of  the  Survey.  Foundry  work  is  that  branch  of  the  metal 
products  industry  which  deals  with  melting  metals  and  pouring 
them  into  sand  molds,  in  order  to  make  castings  of  all  descrip- 
tions. Indianapolis  has  thirty-two  plants  that  come  under  the 
above  definition,  all  but  two  of  which  were  visited. 

Foundry  work  constitutes  one  of  the  city's  leading  indus- 
tries. There  are  fifteen  jobbing  shops  doing  a  general  line  of 
casting.  Of  these  eleven  make  iron  castings;  four  make  brass, 
aluminum,  bronze,  manganese,  and  other  trade-alloy  castings. 
Fourteen  foundries  are  parts  or  units  of  factories  and  make  cast- 
ings only  for  their  own  factory  consumption.  Of  these,  eight, 
including  three  stove  foundries,  make  iron,  and  six  brass,  alumi- 
num and  trade-alloy  castings.  These  are  also  two  malleable- 
iron  foundries,  and  one  steel  foundry. 

The  Survey  was  made  during  the  summer  months,  the  slack 
season  in  this  industry,  when  the  plants  were  running  at  about 
two-thirds  normal  capacity,  with  3,417  people  employed.  The 
male  employees  may  be  divided  as  follows :  1,672  skilled  and  semi- 
skilled, 1,551  unskilled  and  forty-eight  apprentices. 

Women  in  the  industry.  The  3,417  workers  include  146  women. 
Of  these,  sixty-eight  are  skilled  or  semi-skilled  and  are  classed  as 
core  makers,  while  seventy-eight  are  unskilled.  Most  of  the 
latter  sort  or  inspect  castings.  The  local  foundrymen  find  women 
like  this  kind  of  work  and  predict  that  more  will  be  employed 
in  the  future.  The  work  required  of  the  woman  is  not  hard  and 
the  rate  of  wage  is  an  inducement  for  them  to  enter  the  industry. 

Colored  and  foreign  workers.  Foundrymen  agree  that  the  old 
apprenticeship  system  will  no  longer  meet  the  demands  for  skilled 
labor  and  do  not  encourage  young  men  to  take  up  the  moulder's 
trade.  "The  American  boys  want  higher  wages,  and  do  jiot 
care  to  work  at  such  hard,  hot,  and  dirty  work."  Foundrymen' 
do  not  know  where  they  are  to  obtain  moulders  in  the  future, 


46  INDIANAPOLIS  VOCATIONAL  SURVEY 

and  even  at  the  present  time  the  demand  for  them  in  Indianapolis 
exceeds  the  supply  by  about  twenty  per  cent.  Foundry  men  are 
trying  to  overcome  this  shortage:  (1)  By  the  employing  of  negroes 
and  foreigners;  and  (2)  by  the  installation  of  squeezers,  moulding: 
machines  and  other  devices  which  do  not  demand  skilled  workers. 

The  foundries,  as  a  rule,  are  fairly  modern.  The  wages  paid 
the  men  in  this  city  compare  favorably  with  the  wage  paid  for 
similar  work  in  other  cities. 

The  following  descriptive  text  does  not  contain  an  analysis  of 
the  operations  necessary  to  make  a  mold  or  a  core,  for  this  work  is 
the  same  the  country  over,  and  the  Richmond  and  Minneapolis 
Surveys  may  be  referred  to  for  that  information.  However, 
neither  of  these  surveys  have  gone  into  detail  regarding:  the  division 
of  labor  in  the  foundry,  or  the  materials  used  for  the  operation  of 
a  cupola. 

Brass,  bronze,  and  trade  alloys.  Common  alloys  in  use  in  the 
foundry  for  casting  various  machine  parts  are  made  from  combina- 
tions of  copper,  tin  and  zinc,  and  are  called  brass  or  bronze. 
Although  the  term  brass  is  held  by  some  authorities  to  cover  any 
of  these  combinations  the  general  classification  accepts  brass  as  an 
alloy  of  copper  and  zinc,  and  bronze  as  an  alloy  of  copper  and  tin. 

The  best  way  to  get  an  understanding  of  these  alloys  is  to 
discuss  the  separate  metals. 

Copper  has  a  red  color,  is  hard,  ductile,  very  tough,  does  not 
rust,  is  one  of  the  best  conductors  of  heat  and  electricity,  and 
melts  about  1,900  degrees  F.  It  is  difficult  to  make  castings  of 
pure  copper. 

Tin  is  a  white  lustrous  metal,  very  malleable,  but  lacks  tenac- 
ity, and  melts  at  about  450  F.  Tin  can  be  cast  unalloyed,  but 
the  expense  of  the  metal  prohibits  its  extensive  use. 

Zinc  has  a  bluish  white  color,  is  hard  though  weak  and  brittle, 
shrinks  but  little  in  cooling,  and  melts  at  about  700  degrees  F. 

Zinc  may  be  added  to  copper  in  a  very  wide  range  of  propor- 
tions, the  alloy  increasing  in  hardness  and  losing  ductility  with  the 
increase  in  the  proportion  of  zinc.  The  color  changes  from  the 
red  of  the  copper  to  a  full  yellow  when  one-third  zinc  is  used. 
Further  additions  of  zinc  change  the  color  to  red,  yellow,  violet 
or  gray.  The  alloys  are  serviceable  up  to  forty  or  fifty  per  cent 
of  zinc.  Tin,  if  added  to  copper  will  give  a  harder  or  tougher 
alloy.  Lead  also  is  used  in  brass  and  bronze  alloys,  causing  them 
to  run  more  readily  in  pouring,  and  producing  a  softer  metal. 

The  whole  subject  of  alloys  can  be  treated  only  in  a  general  way 


FINDINGS  AS  TO  INDUSTRIES  47 

for  almost  every  factory  or  foundry  has  its  own  trade  alloy  which 
it  calls  a  brass  or  a  bronze. 

Molds  for  brass,  bronze  or  similar  trade  alloys  are  made  the 
same  as  for  iron,  except  that  a  finer  sand  is  used.  The  mold  must 
be  vented  more  thoroughly  and  gated  a  little  differently.  Brass 
is  melted  in  a  crucible  set  in  a  coke,  gas,  oil  or  electric  furnace. 
The  furnace  should  be  equipped  with  a  temperature  gauge,  because 
brass  must  be  poured  at  a  certain  temperature.  It  is  a  difficult 
metal  to  handle  in  pouring  and  the  loss  in  brass  castings  runs 
higher  than  in  either  iron  or  aluminum. 

Indianapolis  has  ten  foundries  that  do  brass,  bronze  and  alloy 
castings,  their  main  output  consisting  of  auto  parts,  carburetors, 
bearings,  lock  boxes,  doors  and  frames,  locks,  draw  pulls,  rings, 
and  miscellaneous  engine  and  machine  parts. 

Aluminum.  Aluminum  is  a  silver- white,  soft  and  remarkably 
light  metal.  It  is  very  useful,  due  to  the  fact  that  its  lightness  is 
combined  with  great  strength.  It  has  a  tensile  strength  of  15,000 
Ibs.  per  square  inch  and  compression  strength  of  12,000  Ibs.  per 
square  inch.  In  the  United  States  the  largest  and  richest  mines 
are  found  in  Western  Missouri  and  Central  Kansas.  The  ore  is 
mined  and  sent  to  East  St.  Louis  where  it  goes  through  the  first 
step  in  refining.  From  there  it  is  sent  to  Niagara  Falls  where 
(because  of  the  cheap  hydro-electric  power  available)  large 
electrical  refining  furnaces  are  situated.  There  aluminum  is 
completely  refined  and  made  ready  to  be  cast  in  pigs  or  rolled  in 
sheets. 

The  methods  employed  in  making  molds  from  aluminum 
castings  are  the  same  as  for  brass.  In  fact,  almost  every  foundry 
doing  brass  casting  does  aluminum  casting.  The  metal  is  melted 
in  a  crucible  and  set  in  either  a  coke,  gas,  oil  or  electric  furnace. 
It  melts  at  about  1,300  degrees  F.  and  is  a  very  easy  metal  to 
handle  in  pouring  as  it  flows  freely.  Indianapolis  has  ten  foun- 
dries that  do  aluminum  casting.  Their  main  output  consists  of 
auto  parts — principally  crank  cases,  cylinders,  pistons,  transmis- 
sion cases  and  many  smaller  parts. 

Iron.  Iron  is  the  most  plentiful  and  most  useful  of  all  the 
metals  and  has  done  more  than  any  other  material  towards  pro- 
viding or  making  possible  our  present-day  achievements.  Large 
and  widely  separated  areas  in  the  United  States  produce  our  iron 
supply,  but,  due  to  the  plentifulness  of  this  supply,  the  iron  can  not 
be  reduced  from  the  ore  at  a  profit  unless  the  ore  contains  over 


48  INDIANAPOLIS  VOCATIONAL  SURVEY 

fifty-five  per  cent  iron.  Michigan,  Wisconsin,  Pennsylvania,  and 
Alabama  are  at  present  producing  the  major  portion  of  our  iron 
supply. 

When  iron  ore  is  charged  in  a  blast  furnace,  mixed  with  lime- 
stone as  a  flux,  and  melted  down  with  either  charcoal,  coke  or 
anthracite  coal  as  fuel,  the  resulting  metal  is  what  is  commercially 
known  as  pig  iron.  Pig  iron  is  used  in  foundries  for  the  manu- 
facture of  iron  castings  by  simply  remelting  it  in  a  cupola  and  with- 
out materially  changing  its  chemical  composition. 

The  pig  iron  or  foundry  iron  is  really  an  alloy  for  it  contains 
five  principle  elements  besides  the  iron  that  affects  its  physical 
properties.  These  elements  are  carbon,  silican,  sulphur,  phos- 
phorus, and  manganese,  and  as  the  relative  amounts  are  varied 
in  their  combination,  the  properties  of  the  pig  iron —  hardness, 
toughness,  strength —  are  either  increased  or  decreased. 

The  following  is  an  approximate  analysis  of  grey  foundry 
pig  iron :  Carbon,  3.5%,  silicon,  2.5%,  sulphur,  .1%,  phosphorous, 
.8%,  manganese,  1.3%,  iron,  91.8%.  The  tabulation  shows 
nineteen  plants  doing  this  type  of  work;  three  are  stove  foundries, 
turning  out  stove  plate,  and  stove  and  furnace  castings.  The  out- 
put of  the  other  sixteen  foundries  consists  of  sash  weights,  sewer 
tops,  manholes,  catch  basins,  castings  for  steam  and  gas  engines, 
engine  and  machine  lathes,  sawmills,  auto  parts,  cylinders,  flour- 
mill  machinery,  band  mills,  circular  mills,  tire  molds,  building 
posts,  stair  plates,  weighing  machines,  asphalt  plants,  car  and 
locomotive  parts,  marine  engines,  Diesel  engines,  Knight  motors, 
and  a  general  line  of  machine  castings. 

Malleable  castings.  Malleable  castings  (sometimes  called 
"malleable  iron")  are  produced  by  converting  the  combined  carbon 
of  white  cast  iron  into  an  amorphorous  uncombined  condition, 
by  the  heating  of  the  white  cast  iron  to  a  temperature  of  about 
1,600  degrees.  If  the  castings  are  overheated,  they  are  softened 
and  deformed  and  are  said  to  "fall." 

The  castings  are  made  in  the  usual  way  except  that  white  in- 
stead of  grey  pig  iron  is  used.  The  castings  are  then  packed  into 
retorts  or  annealing  cases  and  surrounded  with  oxide  of  iron 
either  hematite  ore  or  mill  scrap.  The  cases,  when  sealed,  are 
placed  in  an  annealing  furnace  and  the  entire  mass  heated  to  about 
1,600  degrees.  This  temperature  is  maintained  for  about  seven 
days,  after  which  the  castings  are  removed. 

The  chief  advantages  of  malleable  castings  are  that  they  have  a 
certain  amount  of  spring  and  give.  This  makes  them  more 


FINDINGS  AS  TO  INDUSTRIES  49 

adaptable  to  a  large  number  of  uses  or  purposes  than  gray  iron 
castings. 

Indianapolis  has  two  large  malleable  foundries  which  daily 
pour  an  average  of  170  tons  of  metal.  They  are  the  two  largest 
in  the  city  and  give  employment  to  over  1,300  people  in  addition 
to  their  office  and  clerical  forces.  The  chief  output  of  these 
foundries  is  stove  plate,  auto  parts,  railroad  equipment,  links  for 
belts,  chains,  conveyors,  and  buckets  for  conveyors. 

Steel  castings.  Steel  casting  is  still  in  its  experimental  stage 
and  the  processes  are  being  changed  from  year  to  year.  At 
present,  the  casting  is  done  directly  from  the  ladle  containing  the 
molten  steel.  This  steel  is  usually  melted  either  in  an  open- 
hearth  or  an  electric  furnace,  although  small  Bessemer  converters 
are  sometimes  used.  The  raw  meterial  ordinarily  employed  for 
steel  castings  are  steel  scrap,  pig  iron  and  some  iron  ore.  The  bulk 
of  the  charge  is  scrap  steel,  the  proportion  of  pig  iron  being  about 
one-sixth.  These  proportions  are  for  the  "acid  steel."  The  pro- 
portion of  ore  required  depends  upon  the  character  of  the  other 
ingredients.  Steel  castings  are  heated  to  temperatures  varying 
between  1,200  and- 1,600  degrees  F.,  according  to  the  composi- 
tion of  the  metal;  subjected  to  this  heat  for  several  days  (depend- 
ing upon  the  size  of  the  castings),  and  then  allowed  to  cool 
gradually  without  exposure  to  the  air. 

One  foundry  in  Indianapolis  makes  steel  castings,  using  the 
electric  furnace  method.  The  main  output  of  this  concern  is 
auto  parts,  farm  machinery  parts,  and  a  line  of  general  jobbing 
castings. 

The  metal  is  melted  in  the  electric  furnace  and  heated  to  about 
2,800  degrees  F.,  then  the  entire  furnace  is  tilted  and  the  contents 
poured  into  a  large  ten  ton  ladle.  An  average  of  seven  tons  are  melted 
per  heat,  two  heats  per  day.  The  first  heat  requires  six  hours, 
and  the  second  four  and  one-half  hours  to  melt  the  metal. 

The  ladle  is  conveyed  about  the  foundry  by  means  of  a  crane 
and  the  metal  is  tapped  from  the  bottom  and  runs  directly  into 
the  molds  which  are  poured  in  gangs — that  is,  a  number  of  small 
molds  are  stacked  together  and  cross-gated  so  that  they  can  all  be 
poured  from  one  pouring  basin. 

Steel  castings  differ  from  cast  iron  castings  in  the  general  way 
that  steel  differs  from  iron.  They  are  malleable,  tougher  and 
stronger.  The  shrinkage  is  double  that  of  cast  iron,  so  special 
patterns  must  be  used.  When  melted,  the  metal  is  more  sluggish 
than  cast  iron  and  on  account  of  the  absence  of  graphitic  carbon, 


50  INDIANAPOLIS  VOCATIONAL  SURVEY 

it  does  not  expand  at  the  moment  of  solidifying,  therefore   not 
taking  as  sharp  an  impression. 

Materials  and  Processes. 

Moulding  sand.  Sand  to  be  used  in  making  a  mold  must  have 
certain  properties.  Moulding  sand  must  withstand  the  heat  of 
the  molten  pig  iron  without  softening  or  fusing;  must  have  co- 
herency to  hold  against  the  pressure  of  the  fluid  metal;  must  be 
close  enough  to  contain  the  liquid  metal  and  at  the  same  time  be 
sufficiently  open  or  porous  to  permit  the  escape  of  gases  which  are 
liberated  from  the  molten  metal  during  solidification. 

Moulding  sand  is  made  up  chiefly  of  silica,  which  gives  it  the 
property  to  withstand  the  heat,  and  clay  which  gives  it  the  neces- 
sary coherency. 

The  sand  is  graded  according  to  its  granular  make-up;  the 
coarser  sand  is  used  for  floor  work,  the  medium  sand  for  bench- 
work,  and  the  fine  sand  for  work  involving  a  fine  detail,  such  as 
in  brass  and  aluminum  work.  Moulding  sand  is  said  to  be  sharp 
when  its  grains  are  angular,  dull  when  the  grains  are  round, 
strong  when  the  clay  it  lends  sufficient  bond  for  it  to  retain  any 
shape  that  may  be  required  of  it,  and  weak  when  the  bond  is  not 
sufficient  to  hold  it  together. 

Core  sand.  The  core  is  often  almost  entirely  surrounded  by 
metal,  so  that  it  must  be  quite  refractory  and  have  little  clay  bond. 
The  clay  would  make  the  sand  cake,  choking  the  vent  and  render  it 
difficult  to  remove  from  a  cavity  when  the  casting  is  being  cleaned. 
Core  sand,  therefore,  has  a  higher  percent  of  silica  and  a  lower 
per  cent  of  clay  or  aluminum  than  moulding  sand.  Core  sand  is 
better  known  as  free  sand.  There  are  two  general  kinds  in  use, 
river  sand  and  beach  sand. 

Fire-  Moulding  Core 

Constituents                     clay  sand  sand 

Silica 98.0  86.0  .94.3 

Alumina  (clay) 1.5  8.5  2.0 

Other  ingredients ....          .5  "> .  ">  3.7 

Total 100.0  100.0  100.0 

Core  making.  Core  making  deals  with  the  construction  of 
separate  shapes  in  sand  which  form  in  the  castings  openings, 
cavities  or  pockets  that  can  not  be  produced  by  the  regular  mould- 
ing sand. 


FINDINGS  AS  TO  INDUSTRIES  51 

Cores  are  made  from  a  mixture  of  core  sand,  moulding  sand  and 
a  binder,  an  organic  matter  which  holds  the  sand  together  before 
the  core  is  baked  and  causes  it  to  bake  into  a  firm  or  solid  form. 
Flour,  rosin,  linseed  oil,  glue  and  patented  core  compounds  are 
most  commonly  used.  The  proportions  are  altered  to  meet  the 
requirements  of  the  particular  type  of  core  desired.  When  the 
sand  has  been  properly  prepared  it  is  rammed  into  the  core-box 
and  vented,  placed  on  a  core  plant,  the  box  removed  and  the  core 
put  into  the  core  oven  where  it  is  baked  until  it  is  hard  or  firm. 

The  whole  detail  of  making  cores  is  so  different  from  that  of 
moulding,  that  core  making  is  a  distinct  trade,  a  trade,  however,  that 
is  generally  considered  a  stepping  stone  to  that  of  moulding. 
Boys  usually  begin  to  serve  their  time  in  the  core  shops. 

Melting.  The  subject  of  melting  the  metal  which  is  to  be 
poured  into  molds  is  one  of  the  most  important  considerations  in 
the  foundry.  It  is  also  one  which  has  received  much  attention 
in  the  iron  foundry  in  the  last  few  years  in  an  endeavor  to  get  away 
from  the  old  rule-of-thumb  methods  and  to  arrive  at  something 
near  precission  in  resulting  metal  that  is  already  attained  in  the 
brass  shops  or  the  steel  foundry. 

The  heat  for  all  melting  is  obtained  from  practically  the  same 
two  chemical  elements — namely,  carbon  and  oxygen,  carbon  com- 
ing from  the  fuel,  be  it  coal,  coke,  oil,  or  gas;  and  oxygen  coming 
from  the  air  of  the  blast. 

The  design  of  the  furnace,  the  kind  of  fuel  used,  and  the  applica- 
tion of  the  blast,  vary  in  accordance  with  the  peculiar  properties 
of  the  different  metals  and  the  degree  of  heat  required  to  melt 
them. 

Both  anthracite  coal  and  coke  are  used  in  the  cupola.  Coal 
will  carry  a  heavier  load  than  coke,  but  it  requires  greater  blast 
pressure  and  will  not  melt  the  load  as  rapidly  as  coke  will.  For 
foundry  use,  this  should  be  what  is  known  as  seventy-three-hour 
coke,  and  as  free  as  possible  from  dust  and  cinders.  It  is  made 
up  of  a  sponge-like  "coke"  structure  which  is  almost  pure  fixed 
carbon  and  an  open  "cellular"  structure  which  makes  it  especially 
valuable  as  a  furnace  fuel,  because  it  is  so  readily  penetrated  by 
the  blast. 

Foundry  iron  is  melted  in  direct  contact  with  the  fuel  in  a 
cupola  furnace.  The  name  was  derived  from  the  resemblance 
of  the  furnace  to  the  cupola  formerly  very  common  on  the  top 
of  dwelling  houses. 

The  cupola  consists  of  a  circular  shell  of  boiler  plate  lined  with 


52  INDIANAPOLIS  VOCATIONAL  SURVEY 

a  double  thickness  of  firebrick,  and  resting  on  a  square  bedplate 
with  a  central  opening  the  size  of  the  inside  of  the  lining.  This 
bottom  is  supported  some  three  and  one-half  feet  above  a  solidf ound- 
ation  on  four  cast-iron  legs.  The  bottom  opening  may  be  closed 
by  cast-iron  doors,  which  swing  up  into  position  and  are  held  by 
an  upright  iron  bar  placed  centrally  under  them.  These  doors, 
protected  by  a  sandbed,  support  the  iron  which  has  been  melted. 
The  legs  curve  outward  and  the  doors  are  hinged  as  far  back  as 
possible  to  protect  them  as  much  as  can  be  from  the  heat  of  this 
"drop."  Several  feet  above  the  bottom  there  is  a  door  in  the  side 
of  the  stack,  through  which  the  stock  is  charged  into  the  furnace. 
At  one  side,  level  with  the  bottom,  is  the  breast  opening  through 
which  the  fire  is  lighted  and  in  which  the  tap-hole  is  formed  for 
drawing  off  the  melted  metal.  The  spout,  protected  by  a  fire- 
sand  mixture,  projects  in  front  of  the  breast  and  guides  the  metal 
into  the  ladles.  Oblong  openings,  called  tuyeres,  are  placed  about 
twelve  inches  above  the  bed,  and  connect  with  an  air-tight  wind- 
box  which  surrounds  the  outside  of  the  stack  near  the  base. 
The  tuyeres  direct  the  blast  into  the  fuel,  increasing  the  heat 
sufficiently  to  melt  the  charge.  Opposite  each  tuyere  is  an  air- 
tight sliding  gate  with  a  peephole.  This  allows  the  melter  to  look 
directly  into  the  furnace. 

In  the  larger  cupolas  a  second  set  of  tuyeres  is  arranged  about 
ten  incles  above  the  main  ones.  They  are  used  when  long  heats 
are  run  off  to  make  up  for  loss  of  wind  when  the  main  tuyeres' are 
partially  cholced  by  slag.  On  cupolas  over  thirty-six  incles  in 
diameter  a  slag-hole  is  provided.  This  is  similar  to  the  tap-hole 
and  is  placed  opposite  the  spout  and  about  two  inches  lower  than 
the  main  tuyeres. 

In  lining  the  stack,  the  layer  next  the  shell  is  usually  made  of 
boiler-arch  brick  about  the  size  of  regular  firebrick.  These  are 
set  on  end,  and  should  be  fitted  as  tightly  together  as  possible, 
and  laid  in  a  thin  fire  cement,  made  of  very  refractory  fireclay 
and  fine,  sharp  silica  sand.  The  object  is  to  fill  every  crevice  with 
a  highly  refractory  material.  Specially  made  curved  firebrick  can 
be  purchased  for  the  inside  lining,  although  some  foundrymen  use 
the  hard  brick  for  this  lining  as  well.  The  lining  burns  out  most 
quickly  about  twenty-two  inches  above  the  tuyeres  at  the  melting 
zone.  The  angle  shelves  riveted  to  the  shell  allow  this  section 
of  the  lining  to  be  renewed  without  disturbing  the  rest  of  the  stack. 

The  height  of  the  tuyeres  above  the  bed  varies  with  the  class 
of  work  to  be  poured.  Where  the  metal  is  tapped  and  kept  run- 


FINDINGS  AS  TO  INDUSTRIES  53 

ning  continuously  and  is  taken  away  by  hand  ladles,  as  in  stove- 
plate  work,  the  tuyeres  are  only  eight  or  ten  inches  above  the 
bed ;  while  in  shops  where  several  tons  of  metal  may  be  required  to 
fill  one  mold,  the  tuyeres  are  as  much  as  eighteen  inches  above 
the  bed.  The  height  of  the  spout  above  the  moulding  floor 
also  varies  in  the  same  way;  for  hand-ladle  work  it  may  be  but 
eighteen  inches  from  the  floor,  while  a  height  of  five  or  six  feet  may 
be  required  to  serve  the  largest  crane  ladles.  Blast  for  the  cupola 
is  furnished  either  by  a  fan  blower  or  a  pressure  blower.  The 
cupola  should  have  blast-gauge  attached  to  the  windbox  to 
measure  the  pressure  of  air  which  enters  the  tuyeres. 

Operating  the  cupola.  The  following  routine  must  be  pursued 
each  time  a  heat  is  run  off  in  the  cupola. 

Clear  away  dump  from  former  heat. 

Chip  out  the  inside  of  furnace  with  special  hand-pick,  removing 
the  lumps  of  slag  which  collect  about  the  lower  part  of  the  cupola 
walls,  especially  above  the  tuyeres.  Where  the  slag  coating  is 
comparatively  smooth,  it  is  not  touched,  as  that  is  the  best  coating 
possible  for  the  lining. 

Daub  up  with  a  mixture  of  fire  sand  held  together  with  about 
one-fourth  fire  clay,  and  wet  with  clay  wash  to  a  consistency  of 
thick  mortar.  Smear  the  surface  to  be  repaired  with  clay  wash; 
then,  using  the  hands,  plaster  the  daubing  mixture  into  the  broken 
spots  in  the  lining,  being  careful  to  rub  it  in  well,  especially  about 
the  tuyeres. 

Swing  up  bottom  doors  and  support  by  prop. 

Build  bottom  first,  cover  doors  with  a  one-inch  layer  of  gang- 
way sand  or  fine  cinders;  then  ram  in  burnt  sand  tempered  about 
.the  same  as  for  molds.  This  must  be  rammed  evenly  all  over 
the  bottom,  making  it  especially  firm  around  the  edges.  Build 
the  bottom  higher  at  sides  and  back  so  that  metal  will  flow  toward 
spout. 

The  cupola  bottom  should  be  able  to  vent  so  that  it  will  dry 
out  quickly,  and  not  cause  the  metal  to  "boil"  before  the  furnace 
is  tapped.  It  should  be  strong  enough  to  hold  its  surface  during 
the  heat,  but  break  and  drop  at  once  when  the  bottom  doors  are 
dropped.  Too  much  pitch  causes  excess  of  pressure  on  the  bott, 
making  trouble  in  botting  up;  with  too  little  pitch,  the  metal  will 
not  drain  well,  causing  a  tendency  to  chill  at  the  tap-hole.  A  little 
daubing  mixture  should  be  worked  into  the  sand  bottom,  just  inside 
the  tap-hole,  to  prevent  breaking  at  this  point  when  the  tapping 
bar  is  forced  through. 


54  INDIANAPOLIS  VOCATIONAL  SURVEY 

Lay  the  fire  with  shavings,  just  inside  the  breast,  then  with 
fine  kindling,  then  with  enough  large  kindling  to  make  sure  of  light- 
ing a  layer  of  coke  sufficient  to  form  the  bed.  When  the  gases 
from  the  lower  part  of  the  bed  burn  up  through,  showing  that  the 
fuel  is  well-lighted  level  up  the  bed  with  additional  coke,  and  put 
on  the  first  charge  of  iron.  Follow  this  with  alternate  charges  of 
fuel  and  iron  to  the  level  of  the  charging  door. 

Form  tap-hole — lay  a  bar  of  round  iron  in  the  spout,  projecting 
in  through  the  breast  opening;  fill  in  breast  around  bar  with"  a 
strong,  loamy  moulding  sand  rammed  hard.  Recess  this  in  well 
to  leave  actual  tap-hole  as  short  as  possible. 

Put  on  blast  when  ready  for  the  metal,  and  leave  tap-hole 
open.  Bott  up  when  the  metal  begins  to  run  freely.  Tap  when 
sufficient  metal  has  collected  to  supply  first  ladles. 

When  all  the  iron  has  been  melted,  drop  the  bottom  by  pull- 
ing away  the  bar  that  supports  the  bottom  doors,  throw  water 
on  the  dump,  by  bucket  or  hose,  to  deaden  the  heat,  and  leave  it 
to  cool. 

Pouring.  As  the  metal  flows  from  the  spout  of  a  cupola 
it  is  caught  in  the  ladles  of  which  there  are  three  main  types. 
A  hand  ladle  is  a  small  cast-iron  or  pressed-steel  shell,  lined  with 
fireclay  and  equipped  with  a  one-man  shank.  Bull  ladles  are 
made  of  pressed  steel,  lined  with  fireclay  and  equipped  with  a 
two-man  shank.  The  larger  crane  ladles  are  made  in  like  manner 
but  are  carried  about  the  foundry  by  means  of  a  crane. 

The  metal  is  carried  to  the  molds  in  these  ladles.  Before 
pouring,  the  slag  which  floats  on  top  of  the  metal  should  be  pushed 
away  from  the  mouth  of  the  ladle  by  a  skimming  rod.  The  metal 
is  now  ready  to  be  poured  into  the  mold  and  much  skilll  is  re- 
quired. The  moulder  must  know  the  character  of  the  work  and 
judge  whether  it  must  be  poured  fast  or  slow.  Care  should  also 
be  exercised  to  keep  the  stream  steady  from  start  to  finish. 

Analysis  of  Occupations. 

The  superintendent  is  responsible  for  the  operation  of  the 
foundry  as  a  whole.  He  should  be  well  educated,  have  the  respect 
of  his  men,  and  also  have  their  interest  at  heart.  He  hires  the 
men  and  oversees  the  purchase  of  materials  and  supplies,  having 
under  him  clerks  and  assistants  who  look  after  the  details  of  his 
work.  Some  of  the  things  to  which  he  gives  his  personal  attention 
(the  receipt  of  the  more  important  patterns,  their  cost  of  produc- 


FINDINGS  AS  TO  INDUSTRIES  55 

tion,  how  they  shall  be  moulded,  on  what  floor  they  shall  be  poured 
and  what  mixture  shall  be  used)  he  does  in  consultation  with  his 
foreman. 

The  foreman  or  his  assistants  must  be  in  the  shop  a  sufficient 
time  before  work  begins  each  day  to  see  that  each  moulder  has 
work  laid  out  for  him,  and  must  keep  the  men  supplied  with  work 
throughout  the  day.  He  estimates  the  amount  of  the  charge 
for  the  day  and  directs  the  cupola  man  as  to  mixtures.  He  must 
be  alert  and  able  to  suggest  to  the  moulders  ways  or  means  of  im- 
proving their  .work,  by  the  saving  of  time,  labor  and  material. 
He  should  have  at  least  a  grade-school  education,  supplemented 
with  theory  and  practical  knowledge  concerning  the  foundry 
and  the  materials  used.  He  must  have  the  respect  of  his  men, 
proper  authority  and  control  over  them,  be  interested  in  their 
welfare  and  make  the  shop  conditions  as  agreeable  as  possible. 

The  foremen  of  the  core  and  cleaning  rooms  are,  in  most 
cases,  under  the  direction  of  the  general  foreman,  and  their  work 
is  planned  to  co-operate  with  the  work  of  the  moulders.  They 
have  direct  charge  over  their  respective  departments,  regulating 
the  men  and  their  output.  It  is  also  the  duty  of  the  foreman 
in  each  department  to  plan  the  work  and  give  instruction  to  the 
apprentices. 

The  cupola  tenders  and  their  helpers  keep  the  cupola,  ladles 
and  other  cupola  equipment  in  good  repair,  weigh  out  the  charge 
and  manage  the  cupola  during  the  pouring  of  the  metal.  In  brass 
foundries  the  furnace  tenders  and  their  helpers  do  about  the  same 
work  as  that  done  by  the  cupola  tenders  and  their  helpers  in  the 
iron  foundries.  The  cupola  tender  may  be  classed  as  a  skilled 
workman,  for  his  work  involves  a  knowledge  of  fireclay,  of  the 
melting  power  of  coke,  of  ladle  lining,  of  cupola  lining  and  of  re- 
pairing. 

The  moulder — bench,  floor  and  machine — should  give  his 
entire  time  to  making  up  molds.  On  floor  and  machine  work  he 
is  usually  given  a  helper  who  carries  flasks,  cores,  chaplets,  etc., 
and  does  the  heavier  work  of  handling  the  sand.  When  the  molds 
are  poured  and  his  flasks  stripped  off  the  moulder's  work  is  done. 

The  moulders  and  helpers  should  be  strong,  healthy,  able- 
bodied  men  who  can  stand  the  heat  and  dirt.  They  do  not  need 
much  education  but  must  be  ingenious  and  nimble.  Most  of 
the  floor  moulders  are  skilled  workmen  who  have  spent  several 
years  in  learning  their  trade.  The  bench  and  machine  moulders 


56  INDIANAPOLIS  VOCATIONAL  SURVEY 

are  mostly  semi-skilled  workmen  who  turn  out  the  same  piece  of 
work  day  after  day  and  acquire  some  skill  through  repetition. 

The  cranemen  operate  the  cranes  which  are  usually  electrically 
equipped.  The  crane  (a  time  and  labor-saving  device)  is  used  in 
lifting  and  hauling  the  larger  flasks,  molds,  castings,  ladles,  etc., 
about  the  foundry.  The  cranemen  do  not  require  much  training 
and  their  work  can  not  be  classed  as  skilled  labor. 

The  flask  carpenters  build  new  flasks  and  rebuild  the  burnt 
flasks.  They  are  also  required  to  alter  the  flasks  so  as  to  accommo- 
date special  jobs.  This  work  does  not  require  any  .education  and 
the  manipulation  is  limited  to  the  handling  of  a  saw,  hammer, 
square  and  rule. 

The  core  maker's  work  deals  with  the  construction  of  separate 
shapes  in  sand,  which  form  in  the  castings  cavities  or  pockets 
that  can  not  be  produced  by  the  regular  moulding  sand.  The  core 
maker  is  a  skilled  workman  and  it  requires  several  years  to  become 
an  all-around  core  maker.  The  requirements  of  the  core  makers 
and  their  helpers  are  practically  the  same  as  the  moulders. 

The  sand  blast  operator  cleans  castings  by  means  of  a  sand- 
blast outfit  which  consists  of  a  sand  drum,  air  compressor,  hose 
and  nozzle.  The  sand  under  air  pressure  is  forced  or  directed 
over  the  castings.  This  work  does  not  require  any  skill  and  a 
common  laborer  can  do  it.  The  objection  to  it  is  that  it  is  a  very 
dirty  job. 

The  chippers,  grinders  and  tumbling-mill  men  receive  the 
castings  as  they  are  taken  from  the  molds  and  clean  them  up  by 
removing  the  sprues,  runners,  sand,  etc.,  or  in  other  words  they 
prepare  the  castings  for  the  market.  These  workmen  are  unskill- 
ed and  their  work  does  not  require  any  education,  but  they  should 
be  strong,  healthy  individuals  who  do  not  mind  hard  and  dirty 
work. 

The  helpers  and  laborers  are  the  handy  men  around  the  foundry 
assisting  wherever  necessary  in  shifting  flasks,  cutting  and  clean- 
ing the  floor  and  helping  to  pour  the  metal.  This  work  is  usually 
done  by  negroes.  The  only  requirements  are  that  the  worker 
be  strong  and  active  and  not  afraid  to  do  hard,  hot  and  dirty 
work. 

IV.     SHEET  METAL  INDUSTRY. 

Sheet-metal  working  is  one  of  the  important  local  industries, 
not  only  on  account  of  the  number  of  men  employed,  but  also 
because  it  is  intimately  essential  to  other  industries. 


FINDINGS  AS  TO  INDUSTRIES  57 

The  old-time  tinner  who  merely  put  on  gutters  and  down 
spouts,  and  did  a  little  soldering  work  by  way  of  repairing  tin 
vessels,  has  been  superseded  .by  the  professional  sheet-metal 
worker.  The  new  trade-name  covers  a  larger  scope  of  work  than 
the  old.  To  day  sheet-metal  work  is  complicated  and  scientific, 
and  offers  the  skilled  workmen  as  great  possibilities  as  any  other 
of  the  community  recognized  trades.  The  extent  of  the  sheet- 
metal  worker's  field  of  activities  may  be  indicated  by  quoting 
his  own  claims  to  juridsiction. 

The  workers  in  this  industry  claim  jurisdiction  over  the  following 
work.  All  metal  roofing;  the  manufacturing,  erection,  and 
finishing  of  metal  cornices,  metal  skylights,  metal  furniture, 
metal  lockers,  hollow  metal  doors  and  trim,  metal  sash  and  frames, 
and  metal  ceilings  and  sidings  (both  exterior  and  interior);  all 
sheet-metal  work  in  connection  with  range  work,  metal  jobbing; 
assortment  work;  coppersmithing;  all  floor  domes  for  concrete 
floor  construction;  and  in  general,  the  working  of  all  sheet  metal 
of  ten  gauge  and  lighter  (a  gauge  which  does  not  apply  to  copper- 
smiths, who  have  jurisdiction  over  copper  of  any  and  all  gauges). 
In  addition  to  this  work,  and  by  agreement  with  other  trades, 
such  as  the  bridge  and  structural  iron  workers,  and  the  painters, 
the  sheet-metal  worker  is  alloted  the  following  work:  "The 
setting  of  all  brackets  with  majority  made  of  lighter  than  one  and 
one-quarter-inch  angle;  channel  or  T-iron,  and  all  band  iron 
brackets,  lighter  than  one-quarter  inch  thick,  including  stiffner 
for  cornice."  It  is  further  provided  as  follows:  "Pent  houses, 
skylights,  lightwells,  and  courts,  when  sided  with  corrugated 
sheets  and  attached  to  iron  frame  and  let  to  sheet-metal  con- 
tractors, shall  be  erected  by  sheet-metal  workers.  This  also 
includes  skylight  glass  setting.  All  sheet  metal  when  attached 
to  wood  frames  belong  to  the  sheet-metal  worker." 

The  working  materials  are  suggested  in  the  above  paragraph, 
but  a  few  words  might  be  added  in  explaining  the  term  "sheet 
metals. "  This  term  includes  all  sheet  metals  such  as  sheet  iron, 
brass,  copper,  aluminum,  zinc,  tin,  galvanized  iron,  and  all  alloys 
that  may  be  rolled  into  sheets  of  ten  gauge  or  under. 

There  are  in  Indianapolis  over  two  hundred  establishments  that 
do  sheet-metal  work.  Exclusive  of  the  owners  and  office  forces, 
these  establishments  give  employment  to  approximately  1,800 
people,  who  may  be  classified  as  journeyman  sheet-metal  workers, 
apprentices,  semi-skilled  workers  in  sheet  metal,  and  helpers. 
In  general,  the  work  done  in  ttie  Indianapolis  shops  may  be 


58 

classified  as  inside  jobbing  and  assortment  work,  outside  jobbing, 
furnace  work,  and  automobile  sheet-metal  work,  individual 
shops  specializing  along  one  or  more  of  these  lines. 

Inside  jobbing  and  assortment  work.  This  work  includes  the 
making  and  reparing  of  tin  vessels,  miners'  candles,  cups  and 
lunch  buckets,  fishing  buckets,  wash  boilers,  stove  pipes,  elbows 
and  sheet-iron  stoves  and  ranges,  steam  tables,  back  bars,  boilers, 
metal  cabinets,  coverings  for  machines,  table  covers,  tanks  of 
all  sorts,  musical  instruments,  metal  office  furniture,  kitchen  and 
school  furniture,  etc. 

Outside  jobbing.  This  includes  the  making,  erecting  and 
repairing  of  cornice  work,  roofing,  guttering,  downspouting,  metal 
ceilings  and  walls,  skylights,  metal  window  frames,  building 
trim,  marque  work,  etc. 

Furnace  work  includes  the  installation  and  repairing  of  fur- 
naces and  the  necessary  piping,  the  solution  of  heating  and  ven- 
tilating problems,  and  exhaust  and  blowpipe  work. 

Automobile  sheet-metal  work.  Another  division  that  must  be 
taken  into  consideration  is  the  automobile  sheet-metal  work, 
which  includes  the  making  of  auto  bodies,  fenders,  running 
boards,  hoods,  reflectors,  radiator  shells,  radiators,  tanks,  tool 
boxes,  oil  pan  cover  caps,  cowls,  lamps,  dust  shields,  tire  carriers, 
fans  and  horns. 

Slack  season.  A  part  of  the  work  of  the  sheet-metal  industry 
depends  upon  building  and  construction  work.  Since  this  latter 
work  is  limited  to  the  warmer  months,  the  sheet-metal  trades 
have  a  slack  season  during  the  winter.  The  inside  work,  how- 
ever, is  constant  throughout  the  year. 

A  shortage  of  skilled  mechanics  is  found  in  this  trade  as  in  other 
skilled  trades.  The  journeymen  sheet-metal  workers  are  the 
skilled. men  who  have  served  their  time  and  are  capable  of  doing 
all  classes  or  kinds  of  work.  Out  of  the  approximately  1,800 
people  employed,  only  about  265  are  classified  as  journeymen. 
The  union  wage  scale,  or  a  higher  scale,  is  paid  in  most  of  the 
shops,  the  minimum  rate  paid  being  55  cents  per  hour  for  an 
eight  hour  day,  and  forty-four-hour  week,  with  time  and  a  half 
overtime,  and  double  time  for  Sundays  and  holidays.  The 
maximum  rate  runs  as  high  as  80  cents  per  hour. 

The  "workers  in  sheet  metal"  are  men  who  have  mastered  a 
few  operations  or  machines  and  do  special  work.  They  make 
up  the  bulk  of  the  workers  in  the  sheet-metal  industry  and  are 
classified  as  semi-skilled  workers.  These  men  who  do  not  gener- 


FINDINGS  AS  TO  INDUSTRIES  59 

ally  become  skilled  journeymen,  are  found  for  the  most  part  in 
shops  or  factories  that  manufacture  special  lines  of  product, 
such  as  auto  bodies,  fenders,  hoods,  metal  cabinets,  and  metal 
furniture.  They  are  paid  by  the  piece. 

The  helper  is  a  common  laborer  or  handy  man,  who  has  acquired 
little  knowledge  of  the  work,  and  receives  20  to  25  cents  per  hour 
for  his  services. 

Apprentices.  Most  of  the  local  shops  have  apprentices. 
The  union  allows  one  apprentice  for  every  three  journeymen. 
The  age  of  the  apprentice  ranges  from  sixteen  to  twenty  years. 
He  is  not  bound  to  the  employer  in  any  way,  nor  is  the  shop 
obligated  to  train  him  along  any  set  course.  Whatever  knowl- 
edge he  gains,  he  gets  because  he  is  keen  and  alert  enough  to 
pick  it  up.  When  he  starts  in  as  a  helper,  he  notifies  his  employer 
that  he  intends  to  become  an  apprentice.  After  two-years  ser- 
vice as  a  helper  he  is  given  an  apprentice's  card,  receiving  credit 
for  his  time  as  a  helper,  his  pay  depending  upon  the  arrangement 
he  has  made  with  his  employer.  During  the  third  and  fourth 
years,  his  pay  is  a  definite  amount,  being  in  the  third  year  one- 
half  the  pay  of  a  journeyman,  and  in  the  fourth,  two-thirds  the 
pay  of  a  journeyman. 

Women.  Five  women  were  found  in  one  shop  that  does 
assortment  work.  They  solder  seams  and  attachments  on  small 
tin  vessels.  Apparently  the  women  like  this  work,  as  the  plant 
has  a  large  waiting  list  for  these  jobs.  The  women  work  ten 
hours  a  day  and  five  hours  on  Saturday.  The  beginning  wage  is 
$6  per  week  with  a  maximum  of  $12  per  week,  depending  upon 
the  ability  of  the  worker  and  length  of  employment. 

Requirements.  The  trade  does  not  demand  any  peculiar  or 
particular  physical  qualities,  and  any  able-bodied  active  man  is 
physically  fit  for  the  trade.  He  should  also  be  mechanically 
inclined,  have  imaginative  and  inventive  ability,  and  be  a  careful 
and  accurate  worker.  Success  also  demands  a  knowledge  of 
mechanical  drawing,  blueprint  reading,  shop  mathematics, 
pattern  cutting,  and  a  knowledge  of  tools  and  materials.  The 
sheet-metal  worker  must  be  a  skillful  mechanic  and  have  a  good 
education. 

Recommendations.  Since  an  education  is  essential  to  success, 
the  public  schools  should  make  such  available  for  the  worker. 
Indianapolis  is  the  only  city  of  its  size  in  the  United  States  that 
does  not  have  a  course  of  sheet-metal  work  in  its  school  curriculum. 
There  is  needed  a  course  in  elementary  mechanical  drawing  for 


60  INDIANAPOLIS  VOCATIONAL  SURVEY 

apprentices;  one  in  sheet-metal  drawing  for  journeymen;  lectureb 
for  all  interested  in  sheet  metal;  instruction  as  to  the  physical 
and  chemical  properties  of  various  metals;  and  a  course  in  math- 
ematics as  applied  to  problems  of  this  trade. 

The  equipment  necessary  to  establish  a  course  in  sheet-metal 
work  for  a  class  of  twenty  students  is  approximately : 

4  full  sets  of  hand  and  bench  tools $140.00 

1  No.  4  O.  K.  8  ft.  steel  brake,  18  guage. .  110.00 

1  No.  179 A  squaring  sheat,  20  gauge  ....  53.00 

1  No.  253  slitting  shear,  3-32  and  lighter..  12.00 

1  No.  28  circular  shear,  20  gauge 42 . 50 

1  No.  63  bar  folder,  22  gauge 42 . 50 

1  No.  1  folding  machine,  22  gauge 14.75 

1  No.  372  forming  machine 25 . 50 

1  No.  110  grooving  machine,  22  gauge. ...  21.25 

1  No.  541  turning  machine,  22  gauge 12.75 

1  No.  525  wiring  machine,  22  gauge 14.75 

1  No.  575  burring  machine,  2  gauge 11 .25 

1  No.  586  beading  and  crimping  machine 

20gauge 14.75 

1  No.  910  hollow  mandrel 5.80 

1  No.  961  solid  mandrel 5.30 

1  No.  941  harchet  stake 5 . 30 

1  No.  936  square  stake 4 . 75 

1  No.  561  setting  down  machine 3.70 

1  No.  697  shear  and  punch 15.75 


Total 555.60 

V.     THE  WOODWORKING  INDUSTRY. 

Importance  of  the  industry.  The  following  table  gives  the 
number  of  employees  in  the  woodworking  industries  as  returned 
at  the  census'  of  1904  and  1909,  and  the  number  classified  by  the 
Survey.  It  will  be  understood  that  the  census  figures  are  not 
entirely  comparable  with  those  of  the  Survey,  but  the  table 
indicates  the  woodworking  industries  constitute  an  important 
group  of  industries  in  the  city. 


FINDINGS  AS  TO  INDUSTRIES 


61 


Employees  in  Woodworking  Industries. 


WOODWORKING  INDUSTRIES 

Number  of  employees. 

Census 
1904 

Census 
1909 

Survey 
1916 

Total  

4,012 

76 
1,629 
1;303 
21 

983 

3,594 

40 
1,635 
920 
21 

978 

3,980 

40 
1,485 
675 
170 

422 
193 
30 
35 
70 
330 
65 
200 
225 
40 

Cooperage      and      wooden 
goods  

Furniture  and  refrigerators  . 
Carriages  and  wagons  .... 

Wooden  patternmakers  
Lumber    yard    and    timber 
products  

Auto  factories  

Caskets  

Trucks  and  money  drawers  . 
Flooring  

Boxes  ... 

Bent  wood  

Car  repairing  

Veneers  

Excelsior  

It  is  not  necessary  in  this  study  to  analyze  in  detail  the  forty 
or  fifty  occupations  of  the  woodworking  industry,  since  this  has 
been  done  in  the  Evansville  Survey. 

Of  the  105  woodworking  plants  in  Indianapolis,  sixty-five 
were  visited  in  making  the  Survey.  Of  the  105,  eleven  are  lumber 
yards  where  the  different  kinds  of  lumber  used  in  the  building 
trades  are  handled  and  sold.  There  are  three  car  repair  shops, 
the  remaining  ninety-one  plants  are  devoted  entirely  to  the 
production  of  articles  made  of  wood,  and  in  some  instances  are 
departments  in  other  industries  for  the  production  of  the  wood 
parts  of  their  output,  such  as  handles  for  saws,  or  frames  for  autos. 

Products.  The  chief  products  of  these  establishments  are 
lumber;  household,  office  and  store  furniture;  household  utilities; 
caskets;  trucks  and  money  drawers;  auto  tops,  bodies,  and  frames; 
hardwood  flooring;  boxes;  bent  wood  products;  wagons;  cooper- 
age; mouldings;  veneers;  handles;  excelsior;  and  patterns.  There 
is  but  one  factory  for  the  production  of  lumber  from  the  log. 


62  INDIANAPOLIS  VOCATIONAL  SURVEY 

This  factory  makes  hardwood  lumber;  mahogany,  oak,  walnut, 
and  Circassian  walnut,  for  decorative  purposes,  but  its  chief 
product  is  veneer. 

The  care  and  drying  of  lumber,  and  the  preparation  of  stock 
are  the  basic  operations  in  the  manufacture  of  wood  products, 
except  in  the  production  of  excelsior,  cooperage  products,  and 
veneers. 

The  operations,  machines  used,  and  the  requirements  of  the 
operators  in  the  general  woodworking  industries  have  been  fully 
treated  in  the  Report  of  the  Evansville  Survey. 

General  occupational  characteristics.  The  workers  in  these 
industries  may  be  divided  into  three  general  classes,  i.  e., 
machine  operators,  assemblers,  and  finishers.  Those  in  the 
first  class  cut  and  mill  stock  to  size  and  shape,  bore  holes,  cut 
mortises  and  tenons,  and  sand  and  prepare  parts  for  assembling. 
They  are  not  required  to  handle  very  heavy  material  and  average 
strength  and  health  are  adequate  physical  requirements.  There 
is  little  danger  of  injury  in  working  with  the  machines,  and  this 
is  constantly  lessening  with  the  installation  of  guards  and  safety 
devices.  The  wages  average  about  27^  cents  per  hour  in  the 
furniture  factories,  and  32}/£  cents  per  hour  in  planing  mills  and 
miscellaneous  factories. 

In  the  second  class  are  the  assemblers,  who  are  commonly 
referred  to  as  "bench  hands"  or  "cabinetmakers."  These  men 
are  nearly  all  above  middle  age,  and  have  a  specific  knowledge 
of  woodworking  machines  and  their  operation,  acquired  through 
years  of  experience.  They  do  work  which  may  require  little 
physical  exertion,  but  which  does  generally  require  skill  and 
accuracy.  The  worker  uses  many  hand  tools  and  his  manipula- 
tive skill  largely  determines  his  rating  as  a  worker.  A  general 
knowledge  of  the  details  of  construction  of  the  product  of  his 
factory  is  necessary,  and  he  must  be  able  to  read  drawings.  He 
gets  the  training  which  makes  him  a  bench  man  rather  than  a 
machine  operator  through  experience  and  through  native  intel- 
ligence and  personal  initiative,  since  no  apprenticeship  system 
for  such  workers  exists  in  the  shops. 

Finishers,  who  constitute  the  third  class,  include  upholsterers, 
trimmers,  upfitters,  and  finishers  in  the  generally  accepted  sense 
of  the  word.  The  work  is  light,  requiring  speed  rather  than 
strength.  Modern  methods  tend  to  eliminate  the  unhealthful 
conditions  of  this  work.  In  all  branches  of  finishing  work,  manipu- 
lative skill  is  the  dominating  factory,  whether  it  be  upholstering, 


FINDINGS  AS  TO  INDUSTRIES  63 

upfitting,  varnishing  or  rubbing.  This  is  acquired,  however, 
in  a  few  weeks  on  the  job  under  the  coaching  of  the  foreman, 
Young  men  and  boys  about  eighteen  years  of  age  do  quite  as 
well  as  older  men.  The  workers  in  this  class  are  employed  largely 
in  the  furniture  factories,  and  in  cabinet-making. 

In  no  branch  of  the  woodworking  industry  in  Indianapolis 
is  there  any  apprenticeship  system,  except  in  one  large  factory 
in  patternmaking.  The  workers  are  selected  according  to  their 
apparent  worth,  and  stated  qualifications,  and  are  first  tried  out. 
They  advance  as  they  indicate  ability,  and  move  about  from 
shop  to  shop,  gaining  experience,  and  finally  settle  down  as 
machine  operators  or  bench  men  in  either  auto  factories  or  planing 
mills. 

Bench  men  can  be  readily  trained  out  of  machine  operators 
through  part-time  courses  in  the  fundamentals  of  cabinet-making, 
in  certain  branches  of  mathematics,  and  in  the  making  and  read- 
ing of  drawings.  In  some  shops,  a  few  branch  men  are  taking 
correspondence  school  courses  in  drawing  because  of  its  value 
in  their  work.  Bench  men  who  fill  requirements  in  drawing 
may  broaden  their  knowledge  by  lecture  courses  in  design,  de- 
tails of  construction  and  finish.. 

The  machine  operator  makes  a  mistake  in  confining  himself 
to  the  operation  of  one  or  two  machines.  The  same  physical 
and  mental  qualifications  fit  one  to  operate  practically  all  wood- 
working machines,  and  a  thorough  lecture  course  and  some  shop 
practice  would  train  him  for  general  machine  operation.  If  a 
part-time  system  of  instruction  could  be  organized  in  co-operation 
with  the  factories,  the  industry  would  be  supplied  with  more 
progressive,  younger,  and  better  trained  men  than  it  is  now 
employing.  This  would  raise  the  standard  of  workmanship, 
and  would  provide  a  basis  for  the  selection  of  foremen,  super- 
intendents, and  designers,  and  men  for  various  lines  of  skilled 
work.  In  some  shops,  the  employer  requires  of  all  men  employed 
that  they  shall  be  able  to  interpret  drawings,  and  in  one  of  the 
larger  factories  night  classes  in  drawing  are  conducted. 

Casket  making.  In  the  local  branch  of  this  industry  about 
thirty  men  and  women  are  engaged.  The  factory  has  its  own 
stock  of  lumber  and  drying  kiln.  (For  occupational  analyses, 
see  Report  of  the  Evansville  Survey.) 

Car  repairing.  There  are  no  factories  in  Indianapolis  for  the 
manufacture  of  cars,  but  there  are  shops  in  which  cars  are  re- 
paired. The  qualifications  of  workers  are  similar  to  those  of 


64  INDIANAPOLIS  VOCATIONAL  SURVEY 

carpenters  and  the  workers  are  often  referred  to  as  car  carpenters. 
A  competent  carpenter  needs  very  little  coaching  to  become  a 
car  carpenter.  There  are  about  200  of  these  workers  and  the 
average  wage  is  32  cents  per  hour. 

Box  making.  The  box  factories  make  various  kinds  of  wood 
boxes,  nailed,  dovetailed,  and  wire-bound  boxes  being  the  prin- 
cipal products.  The  industry  employs  about  330  workers.  Their 
rate  of  wage  in  the  mill  department  where  the  stock  is  resawn 
and  cut  is  30  cents  per  hour.  In  the  assembling  departments, 
where  the  boxes  are  nailed  by  machines  or  glued  together,  the 
operators  work  on  the  piecework  plan,  and  at  this  work,  the  men 
earn  from  $16.00  to  $18.00  per  week. 

Trucks  and  money  drawers.  There  is  one  factory  devoted  to 
the  production  of  factory  trucks  and  money  drawers,  with  thirty- 
five  employees.  The  process  of  getting  out  the  stock  by  the  use 
of  general  woodworking  machines  is  the  first  operation.  The 
assembling  process  is  done  by  semi-skilled  workmen  and  requires 
only  knowledge  of  how  to  bolt  and  nail  trucks  together,  and  glue 
up  the  parts  to  make  an  assembled  money  drawer.  These  parts 
come  through  in  standard  sizes.  Aside  from  the  mill  end  of  the 
factory,  there  is  nothing  in  the  occupation  to  interest  a  skilled 
workman,  the  men  being  of  the  type  who  know  nothing  about 
operating  machines,  and  need  know  nothing.  Their  rate  of 
wages  ranges  from  17^  cents  to  27^2  cents  per  hour.  The 
machine  operators  average  30  cents  per  hour. 

Flooring.  In  manufacture  of  hardwood  and  parquetry  floors, 
the  machines  used  are  planers  and  cut-off,  and  rip  saws.  The 
cutting  must  be  done  accurately,  but  this  is  taken  care  of  by  the 
set  of  the  machines.  The  stock  is  put  through  the  dry  kiln, 
planed,  and  sawed  to  definite  thickness  and  width.  It  is  then 
separated  into  the  different  grades  which  the  factory  is  producing. 
This  grading  process  requires  a  knowledge  of  the  points  which 
determine  the  grade.  The  graded  stock  is  tied  in  bundles,  and 
goes  into  the  stock  room. 

In  the  department  where  the  fancy  flooring  is  built  up,  the 
same  men  often  get  out  the  stock  and  make  up  the  flooring. 
A  limited  amount  of  skill  is  required  to  fit  the  pieces  together 
nicely,  and  to  mount  them  with  glue  on  a  backing.  Selection 
of  woods  with  some  thought  of  color  and  grain  is  involved. 

No  particular  qualifications  can  be  specified  for  a  worker  in 
a  flooring  factory.  The  men  are  trained  as  needed.  A  very 
little  coaching  makes  them  proficient.  There  are  three  factories 


FINDINGS  AS  TO  INDUSTRIES  65 

employing  about  seventy  workers.  The  wages  average  25c 
per  hour  for  machine  operators,  and  for  the  men  who  do  fancy 
flooring  work  30c  per  hour. 

Pattern-making.  Four  shops  devote  their  efforts  entirely 
to  the  production  of  patterns  for  the  jobbing  trade,  and  a  number 
of  pattern  shops  are  located  within  factories  where  castings 
are  made  as  a  part  of  the  factory's  manufactured  product. 

The  patternmaker's  trade  is  one  which  demands  a  knowledge 
of  foundry  and  machine  shop  practice,  and  ability  to  read  compli- 
cated blueprints.  It  involves  the  use  of  mathematics,  geometry, 
and  some  knowledge  of  finishing  wood.  The  trade  is  learned 
through  the  apprenticeship  system,  and  in  the  case  of  one  factory 
where  about  twenty-eight  men  are  employed  as  patternmakers, 
systematic  training  is  given.  The  usual  apprenticeship  require- 
ment is  five  years'  service  in  pattern  shops.  Approximately 
170  patternmakers  are  employed  in  the  woodworking  plants. 

In  planning  a  pattern  the  workman  must  consider  the  number 
of  parts  in  a  mold  necessary  to  produce  the  casting,  the  character 
of  the  cores,  if  any,  the  shrinkage  of  the  metal,  the  proper  method 
of  anchoring  cores,  and  the  probable  number  of  times  the  pattern 
will  be  used.  He  must  know  also  in  what  manner,  or  by  what 
machines  in  the  machine  shop,  the  finished  surfaces  on  the  casting 
will  be  milled  or  bored,  and  how  to  make  all  allowances  in  the 
pattern  so  that  the  rough  casting  will  produce  the  finished  article 
of  which  he  has  the  blueprint. 

He  works  in  wood,  generally  sugar  pine,  cherry  or  mahogany, 
and  uses  the  tools  of  the  cabinetmaker,  in  addition  to  special 
gouges,  routers  and  wood  rasps,  he  may  be  able  to  do  wood 
turning.  He  has  at  his  disposal,  also,  a  band  saw,  small  jointer, 
planer,  wood  trimmer,  and  drill  press. 

The  rate  of  wage  in  this  branch  of  work  is  55c  per  hour  for 
journeymen  patternmakers,  and  for  apprentice  8c  per  hour  in 
the  first  quarter,  12c  in  the  second,  16c  in  the  third,  20c  in  the 
fourth,  and  thereafter  a  rate  varying  according  to  individual 
efficiency. 

Excelsior.  But  one  factory  is  engaged  in  the  manufacture 
of  excelsior.  This  factory  employs  about  forty  men.  Little 
skill  is  required  except  on  the  part  of  men  operating  and  setting 
up  machines.  In  the  case  of  these  men,  the  requisite  skill  is 
acquired  through  coaching  and  practice.  The  majority  of  the 
men  employed  are  colored. 

Of  the  different  types  of  machines  used  for  the  making  of 

6647—5 


66  INDIANAPOLIS  VOCATIONAL  SURVEY 

excelsior,  the  vertical  type,  the  cutters  travel  up  and  down, 
making  about  250  strokes  per  minute,  while  in  the  horizontal 
types  they  travel  horizontally,  the  excelsior  dropping  beneath 
the  cutters.  The  wood  is  scored  by  a  series  of  blades  similar 
to  the  end  of  knife  blades,  and  a  cut  is  then  taken  by  a  blade 
similar  to  a  plane  blade,  set  in  the  same  block  immediately  back 
of  the  scoring.  The  block  of  wood — bass,  white,  cotton,  or  some 
other  soft  wood — is  held  in  position  vertically,  in  case  of  vertical 
type,  by  two  corrugated  rollers,  one  on  each  end,  and  the  tension 
is  applied  by  a  strong  spring.  These  corrugated  rollers,  by  a 
gear  device  from  the  shaft  above,  feed  the  wood  up  to  the  thick- 
ness of  a  cut  after  each  stroke  of  the  blade.  The  excelsior  drops 
down  on  a  belt  conveyor,  and  is  carried  to  the  press  where  it  is 
baled.  A  row  of  about  fifteen  cutters  is  operated  from  one  shaft 
in  a  gang.  The  operators  readjust  the  blocks  of  wood  in  the 
grips  to  get  the  best  results.  They  do  piecework,  receiving  so 
much  per  truck  load  of  the  stock,  which  resembles  ordinary 
stovewood  in  size. 

The  blade  sharpeners  and  adjusters  care  for  and  set  up  the 
machines.  The  operators  and  grinders  earn  from  $18  to  $20 
per  week.  The  common  laborers  are  paid  20c  per  hour. 

Bent  wood.  There  are  very  few  workers  in  Indianapolis  in 
this  branch  of  the  woodworking  industry.  But  one  factory  is 
devoted  entirely  to  the  production  of  bent-wood  products.  Some 
bent-wood  work  is  done  in  two  other  factories  in  connection  with 
the  manufacture  of  the  product,  but  the  number  of  workers 
actually  operating  the  bending  or  forming  devices  constitutes  a 
very  small  percentage  of  the  total  number  of  employees  in  these 
factories. 

The  first  step  is  getting  out  the  stock  from  the  rough.  This 
involves  the  usual  planing  mill  processes  of  cutting  and  planing 
stock.  It  is  then  put  in  the  steaming  vats  where  it  remains  until 
soaked  through,  after  which  it  is  taken  to  the  bending  devices 
and  forced  into  the  desired  shapes.  A  number  of  different  de- 
vices are  used,  depending  upon  the  size  of  stock  and  shape  to  be 
produced.  Sometimes  much  pressure  is  required  to  force  the 
stock  into  shape.  In  all  cases  the  wood  is  held  firmly  in  shape 
while  being  baked  dry,  forms  and  jigs  of  different  types  being 
used  for  this  purpose. 

After  the  wood  is  thoroughly  baked  it  is  removed  from  the 
forms  which  hold  it,  and  it  goes  to  the  sanders,  where  it  is  finished 
to  size.  The  product  is  then  ready  for  crating,  as  no  finishing  is 


FINDINGS  AS  TO  INDUSTRIES  67 

done  at  the  bending  plant.  Hickory,  ash,  and  sometimes  walnut 
are  the  woods  commonly  used  as  stock.  The  product  is  wagon 
and  buggy  shafts,  bows  for  buggy  tops,  and  braces  for  shafts. 
The  qualifications  for  efficiency  are  those  specified  for  machine 
operators  in  planing  mills,  and  a  knowledge  of  texture  and  grain 
of  wood  on  the  part  of  the  men  sawing  and  actually  bending  the 
wood  into  shape.  The  men  earn  about  $18.00  per  week.  New 
men  are  trained  in  a  few  days  by  the  usual  process  of  foremen 
coaching.  There  are  approximately  sixty-five  men  in  the  city 
working  at  this  trade. 

Auto  construction.  In  the  automobile  industry  some  200 
woodworkers  are  employed.  Their  work  is  not  materially  different 
from  that  of  the  general  mill  and  bench  hand.  The  same  kind 
of  machines  are  used  in  the  planing  mill  department,  and  bench 
men  do  the  assembling  under  a  piece- wage  system.  A  man  with 
little  general  knowledge  of  the  woodworking  trades  can,  through 
a  high  degree  of  manipulative  skill,  earn  $6  or  $7  per  day  hanging 
auto  doors,  and  building  up  body  frames.  The  real  cutting  .and 
shaping  work  has  been  done  in  the  machine  department,  and 
comparatively  little  knowledge  of  general  woodworking  processes 
is  required.  The  work  is  highly  specialized,  and  in  many  cases 
the  men  have  not  had  the  usual  trade  training.  They  come  from 
factories  where  woodworking  is  done  under  a  lower  wage  scale, 
and  especially  from  the  furniture  factories,  where  the  bench  work 
is  similar  to  that  involved  in  auto  construction.  This  accounts 
to  a  degree  for  the  scarcity  of  good  woodworkers  in  the  furniture 
factories. 

The  number  of  high-class  woodworkers  available  is  not  equal 
to  the  demand,  and,  because  the  auto  manufacturers  pay  higher 
wages,  they  continue  to  get  the  good  men  from  the  other  industries. 
The  wages  paid  the  machine  operators  and  yard  men  average 
35c  and  20c  respectively.  There  is  no  fixed  apprentice  system, 
but  the  employers  try  to  hold  good  men  by  promotion. 

Veneers.  There  are  six  factories  located  in  Indianapolis 
which  make  veneers  by  the  different  processes  of  slicing  and  saw- 
ing. About  225  men,  chiefly  unskilled  workers  are  employed  in 
this  branch  of  the  woodworking  industry. 

The  stock  to.  be  cut  into  veneer  is  prepared  by  soaking  in 
steaming  hot  water  until  it  is  saturated.  This  prevents  the 
splitting  and  cracking  of  the  veneer  in  handling,  and  greatly 
facilitates  the  action  of  the  blades  and  saws  in  cutting.  The 
operators  of  the  machines — both  the  rotary  and  the  vertically 


68  INDIANAPOLIS  VOCATIONAL  SURVEY 

operated  carriage  type  of  machine — have  two  helpers,  who  assist 
in  getting  stock  into  the  machine,  in  making  all  adjustments, 
and  in  removing  the  remnant  of  stock  after  all  the  veneer  which 
can  be  got  out  of  it  has  been  cut.  The  stock  is  usually  handled 
in  the  form  of  short  logs,  halved  logs,  butts  of  trees,  or  heavy 
planks.  A  power  hoist  and  trolley  system  is  used  to  convey 
them  from  the  vats  to  the  machine.  The  helpers  also  take  the 
sheets  of  veneer  from  the  machines  as  cut,  and  stack  them  ready 
to  go  to  the  dryer. 

Drying  involves  the  use  of  a  large  drying  oven  or  room,  which 
is  heated  by  steam  coils,  from  which  the  air  is  expelled  by  fans 
in  order  to  carry  off  the  excess  moisture.  The  veneer  is  fed  through 
the  oven  at  one  end,  one  sheet  at  a  time,  and  is  dry  a  few  minutes 
later  when  it  reaches  the  other  end.  The  oven  is  fed  and  emptied 
by  helpers  and  is  kept  at  the  proper  temperature  by  an  operator 
who  also  assists  in  the  feeding  of  the  machine. 

After  samples  have  been  taken  from  each  side,  and  from  the 
center  of  the  log,  the  veneer  is  taken  to  the  stockroom  and  stacked 
and  numbered.  In  t,he  cases  of  sliced  veneer,  which  process  is 
used  in  the  production  of  figured  and  decorative  veneer,  the 
stock  in  the  stockroom  conforms  exactly  to  the  original  block 
from  which  it  was  cut,  the  veneer  having  been  handled  in  such  a 
way  that  each  sheet  lies  face  to  face  with  the  sheet  cut  next  to  it. 
So  carefully  is  the  cutting  and  handling  done  that,  stacked  in 
the  storeroom,  the  veneer  makes  up  into  perfect  logs. 

Veneer  is  sold  by  the  square  foot  in  logs.  It  is  usually  cut 
about  one  twenty-eighth  inch  thick,  except  when  a  rare  figure 
is  found  in  the  stock,  Then  it  is  cut  one-thirtieth  or  one  thirty- 
second  inch  thick,  to  get  a  greater  number  of  sheets  of  figured 
material. 

Only  the  machine  operators  and  saw  and  blade  grinders, 
who  constitute  but  a  small  percentage  of  the  total  number  of 
employees,  are  skilled  men.  Most  of  the  employees  are  common 
laborers,  or  young  men  working  as  off-bearers.  In  grading 
veneer,  some  knowledge  of  the  qualities  of  veneer  is  necessary 
but  manipulative  skill  is  the  chief  requisite.  The  men  come  and 
go,  as  laborers  or  unskilled  workers,  and  are  paid  about  22c  per 
hour.  The  operators  on  the  cutting  machine  average  32^c  per 
hour. 

Cooperage.  In  Indianapolis  there  are  four  factories  making 
barrels,  firkins,  kegs,  or  some  form  of  cooperage  products.  One 
of  these  is  in  connection  with  a  packing  house,  where  the  most 


FINDINGS  AS  TO  INDUSTRIES  69 

modern  machines  for  the  purpose  have  been  installed.  In  three 
factories  where  only  barrels  and  kegs  are  made,  the  hand  process 
is  used,  one  factory  having  exclusive  right  in  this  territory  to  a 
heading  machine.  About  forty  men  are  employed  in  this  line  of 
work.  Wages  average  35c  per  hour.  Some  manipulative  skill 
is  required,  but  any  ordinary  workman  can  acquire  this  skill  in 
the  course  of  a  few  days. 

In  making  barrels,  four  distinct  processes  are  followed  and  as 
many  machines  are  used,  with  one  man  at  each  machine.  The 
machines  are  set  close  together,  so  that  handling  barrels  by  others 
than  the  operators  is  unnecessary. 

The  first  process  is  called  "raising"  the  barrel.  There  is  an 
iron  hoop  of  the  proper  size  supported  from  the  floor,  inside 
which  the  staves  are  stood  in  barrel  form.  A  temporary  iron 
hoop  is  placed  around  the  staves  to  hold  them  in  the  position 
into  which  they  have  been  drawn  at  top  and  bottom  by  a  cable 
circling  the  staves  and  running  around  a  windlass  or  drum.  The 
cable  is  released  when  the  iron  hoops  have  been  made  fast 
by  their  pressure,  and  the  barrel  is  then  set  in  the  heater  over  a 
coke-blast  fire,  which  bakes  the  staves  in  the  bent  position. 

The  barrel  stays  in  the  oven  as  long  as  it  takes  to  raise  another 
barrel,  which  process  requires  only  forty  seconds.  It  is  taken 
from  the  oven,  and  permanent  wire  hoops  take  the  place  of  the 
iron  bands,  which  are  then  removed.  The  machine  for  placing  the 
wire  hoops  is  constructed  on  the  principle  of  an  arbor  press,  with 
two  curved  members  to  engage  and  force  the  hoops  down. 

After  the  hoops  are  in  place,  the  barrel  is  put  in  the  "crozier, " 
a  machine  which  revolves  the  barrel,  as  in  a  lathe,  evens  up  both 
ends,  and  at  the  same  time  cuts  the  rabbit  around  on  the  inside, 
where  the  head  is  to  fit. 

The  heading  operation  is  the  last  step  in  the  process,  and  is 
done  by  a  machine  which  picks  up,  by  suction,  a  complete  head 
in  pieces  and  holds  it  in  place  while  the  wire  and  wooden  hoops 
are  forced  down  over  the  end  of  the  barrel.  A  separate  operation 
is  necessary  for  each  end  of  the  barrel. 

The  stock  comes  to  the  factory  cut  and  tied  in  bundles, 
no  cutting  being  done  excepting  to  cut  the  rabbit  where  the  head 
fits  the  barrels. 


70  INDIANAPOLIS  VOCATIONAL  SURVEY 


VI.    TELEPHONE    INDUSTRY. 

Importance  of  the  industry.  Indianapolis  and  Marion  County 
are  provided  with  telephone  service  by  two  companies,  the  Cen- 
tral Union  Telephone  Company,  one  of  the  Bell  enterprises,  and 
the  Indianapolis  Telephone  Company,  sometimes  known  as  the 
Independent.  Both  of  these  companies  furnish  local  and  toll 
service,  the  latter  being  confined  to  company  toll  lines  within  a 
radius  of  about  100  miles.  For  traffic  beyond  this  distance  the 
lines  of  the  American  Telephone  and  Telegraph  Company  are 
used,  as  this  is  considered  long-distance  business. 

These  companies  serve  64,000  local  subscribers  who  make 
455,000  local  calls  daily.  In  addition,  they  handle  12,000  out- 
going, incoming,  and  through  toll  and  long  distance  calls.  To 
care  for  this  traffic,  these  companies  maintain  twenty  city  and 
suburban  exchanges  with  three  long-distance  boards.  In  Indian- 
apolis and  Marion  County  are  28,000  miles  in  underground 
cables.  The  underground  plants  require  400  miles  of  cable  duct 
placed  in  fifty-four  miles  of  subway. 

It  is  through  their  traffic  departments  that  the  telephone 
companies  come  most  directly  in  contact  with  the  public,  and  they 
have  in  their  employ  between  900  and  1,000  girls  for  handling 
local  and  long-distance  calls. 

Occupations.  The  industry  is  characterized  by  rapid  growth 
as  regards  number  of  workers  employed  and  amount  of  equipment. 
The  workers  found  by  the  Survey  are  classified  in  Table  1,  accord- 
ing to  department  and  occupation,  and  for  each  occupational 
group,  the  rate  of  wages  and  the  age  of  workers  is  indicated,  and 
the  average  time  required  to  learn  the  occupation. 


FINDINGS  AS  TO  INDUSTRIES 


71 


Table  1 — Number,  Rate  of  Wages  and  Age  of  Telephone  Employees 

Classified  by  Occupation,  and  Average  Time  Required 

to  Learn  Occupation. 


OCCUPATION 

Employees  in  telephone  industry 

No. 

Rate  of 
wages 

Age 

Aver- 
age 
time  to 
learn 

Total  

2,022 
1  492 

Operators,    total  

Chief  operators  

12 

75 
518 
206 
55 
4 
86 
28 
508 

279 
36 
123 
120 

78 
24 
28 
26 

79 
26 
25 
24 
4 

79 
22 
44 
3 
10 

15 

$50-90  mo. 
$9-13.  50  wk. 
$5-9.50  wk. 
$5-9.50  wk. 
$5-12  wk. 
$10-12  wk. 

30-45 
23-40 
16-35 
16-35 
16-30 
20-30 

3yrs. 
lyr. 
5  wks. 
2  mos. 
6  mos. 
lyr. 

Supervisor  

"A"  operator  

"B"  operator  

Auxiliary  operator  

Observer  

Toll  operator  

Pay  station  attendants  

$5-8.00  wk. 
No  scale. 

18-25 
16-25 

8  wks. 
6  mos. 

P.  B.  X.  operators         

Line  department,  total  

Construction  or  line  foreman. 
Lineman 

$3.  50-4  da. 
$2.25-3  da. 
$2.00  da. 

28-40 
20-40 
18-45 

4  yrs. 
2yrs. 
1  mo. 

Groundman  

Cable  department,  total  

Cableman  

$3.25-4da. 
$2.00  da. 
$2-2.50  da. 

30-40 
18-35 

22-38 

3  yrs. 
6  mos. 
2  mos. 

Cable  helpers  

Supply  man  

Installation  department,  total.  .  .  . 
Equipment  installer  

$25-100  mo. 
$50-100  mo. 
$45-55  mo. 
$75.00  mo. 

15-35 
22-35 
22-40 
30-45 

2  yrs. 
5  yrs. 
2  mos. 
3  yrs. 

Wire  chief  or  inspector  

Installer  

Installer,  P.  B.  X  

Switchboard  men,  total  

Switchboard  repairman. 

$55-80  mo. 
$25-75  mo. 
$65-90  mo. 
$40-55  mo. 

$50-85  mo. 

18-35 
18-38 
25-35 
17-25 

18-35 

3  yrs. 
3  yrs. 
lyr. 
1  mo. 

3  mo. 

Outside  repairman 

Cut-over  wire  chief          .    . 

Frame  man  

Cable  record  chiefs  

72  INDIANAPOLIS  VOCATIONAL  SURVEY 

A  complex  organization  has  developed  as  essential  for  the 
conduct  of  the  telephone  industry,  and  the  degree  of  special- 
ization characterizing  the  employments  of  the  industry  will  be 
evident  in  the  following  descriptive  account  of  occupations  and 
processes. 

To  the  layman  the  telephone  organization  seems  to  consist 
chiefly  in  the  operating  force  known  to  him  as  "central,"  and  he 
may  not  realize  how  may  employees,  other  than  operators,  are 
necessary  for  the  maintenance  of  the  service.  It  will  be  apparent 
from  the  following  account,  however,  that  the  telephone  organi- 
zation in  Indianapolis,  as  elsewhere,  offers  many  lines  of  employ- 
ment for  which  a  much  higher  rate  of  wage  is  available  than  is 
paid  in  the  traffic  department. 

Operators.  The  operators  who  handle  local  and  long-distance 
calls  are  classified  as  local,  toll,  and  auxiliary  operators.  These 
classes  are  in  turn  sub-divided  as  follows: 

Local  Toll  Auxiliary 

"A"  operator       Recording  Number  clerks 

Line  Time  operators 

"B"  operator       Through  Monitors 

Ring  down  Etc. 

The  operators  begin  work  at  a  minimum  age  of  sixteen  years 
and  are  paid  $5  to  $9.50  per  week,  depending  on  the  length  of 
service.  In  some  respects  the  demands  on  the  girls  are  very 
exacting.  They  should  have  good  hearing,  a  clear  and  pleasing 
voice,  good  eyesight,  be  free  from  throat  troubles  and  at  least 
five  feet,  four  inches  tall.  For  long-distance  work  they  should 
have  special  ability  in  spelling  names,  and  must  be  able  to  write 
rapidly  and  legibly. 

Girls  who  have  unusual  ability  to  remember  numbers  and 
names  are  given  special  work  as  number  clerks,  or  multiple  mark- 
ing operators,  or  fill  other  positions  incidental  to  switchboard 
operating.  Seventy  per  cent  of  the  girls  had  had  only  a  common 
school  education,  and  about  twenty-eight  per  cent  of  them  have 
not  even  completed  the  eighth-grade  work. 

"  A  "  operator.  The  telephone  operator  acts  as  a  "go  between  " 
for  two  telephone  conversationalists.  It  is  her  duty  to  connect 
the  calling  party  with  a  called  party,  and  to  make  the  disconnec- 
tion at  the  end  of  the  conversation. 

The  telephone  switchboard  has  an  arrangement  of  small 
electric  lights  mounted  in  front,  each  representing  a  telephone 


FINDINGS  AS  TO  INDUSTRIES  73 

line,  and  it  is  by  the  action  of  these  lights  and  their  attachments 
that  the  operator  is  guided.  When  a  party  removes  his  receiver 
to  make  a  call,  a  small  lamp,  close  to  his  "jack  lights,"  lights  up. 
This  calls  for  a  sequence  of  operations  necessary  to  complete  the 
call. 

The  operator  inserts  one  end  of  a  cord,  called  the  answering 
plug  into  the  answering  jack,  putting  her  into  communication 
with  the  calling  telephone.  She  pulls  back  her  talking  key  and 
asks  "Number,  please."  When  she  learns  the  number  desired, 
she  puts  the  other  end  of  the  cord,  or  calling  plug,  into  the  "jack" 
bearing  that  number.  In  up-to-date  exchanges,  it  is  not  necessary 
for  the  operator  to  ring  the  called  subscriber,  as  this  is  done  auto- 
matically. In  order  that  the  operator  may  know  at  all  times 
whether  either  or  both  parties  have  finished  their  conversation, 
a  set  of  lights  known  as  supervisory  lamps  are  connected  with 
each  plug  in  such  a  way  that  the  corresponding  lamp  will  light, 
as  long  as  the  receiver  is  not  off  the  hook.  If  both  supervisory 
lamps  light,  it  is  an  indication  that  both  parties  have  hung  up 
and  that  disconnection  can  be  made.  This  operator  who  handles 
calls  originating  and  terminating  within  the  exchange  itself, 
is  known  as  the  "A"  operator. 

"B"  operator.  In  case  a  call  is  to  be  sent  from  one  exchange 
to  another  as,  for  example,  from  Main  to  Woodruff,  the  call  may 
be  handled  by  two  operators,  since  it  is  a  physical  impossibility 
to  construct  a  switchboard  of  such  size  that  one  operator  could 
reach  more  than  eight  to  ten  thousand  multiple  "jacks"  from  one 
position.  The  call  comes  to  the  "A"  operator  in  the  usual  way. 
As  soon  as  she  hears  the  number  on  the  Woodruff  exchange  list, 
she  pushes  a  button  which  instantly  puts  her  in  talking  connec- 
tion with  a  special  operator  called  the  "B"  operator  in  the  Wood- 
ruff exchange.  The  "B"  operator  assigns  a  trunk  number  into 
which  the  "A"  operator  places  the  calling  end  of  her  cord.  The 
trunk  is  a  special  circuit  connecting  the  two  exchanges.  The 
"B"  operator  then  completes  the  connection  by  connecting  her 
end  of  the  assigned  trunk  with  the  called  party's  "jack. "  The 
ringing  is  done  automatically.  This  kind  of  a  call  is  likewise 
supervised  by  small  lamps  connected  with  the  cords  in  such  a  way 
that  both  operators  know  when  a  disconnection  is  to  be  made. 

The  sole  duty  of  the  "B"  operator  is  to  assign  trunks  and 
to  take  down  connections.  No  calls  originate  with  her  and  she 
is  entirely  under  the  command  of  the  other  operator.  This  does 


74  INDIANAPOLIS  VOCATIONAL  SURVEY 

not  mean  that  better  girls  are  assigned  to  this  work,  though  it 
is  more  difficult  and  more  exacting. 

Toll  operators.  In  this  department  are  found  four  classes  of 
operators.  The  first  type  is  called  a  "recording  operator"  who 
makes  out  the  proper  ticket  and  passes  it  on  to  the  line  operator. 
The  recording  operator's  duties  cease  after  she  records  the  calling 
party's  number  and  informs  him  that  he  will  be  called  as  soon  as 
his  party  can  be  located. 

The  "line  operator"  is  concerned  with  the  routine  of  locating 
the  party  at  the  distant  point  and  calling  back  through  the  local 
"B"  operator  to  connect  the  calling  party  at  the  proper  time. 

In  case  of  messenger  service,  appointments,  or  fees  to  be 
collected,  the  line  operator  passes  the  ticket  to  the  distance  oper- 
ator. For  ordinary  routine  calls  a  single  ticket  is  required,  and 
then  only  to  relay  a  call  from  a  foreign  office  to  a  foreign  office, 
and  to  disconnect  the  lines  after  the  conversation.  A  number 
of  "through  operators"  in  different  exchanges  may  be  concerned 
with  a  single  call  requiring  a  devious  routing. 

The  last  type  of  operators,  called  "ring  down  operators," 
devote  their  time  to  setting  up  local  connections  for  parties  called 
from  a  foreign  office. 

Auxiliary  operators.  This  operating  force  is  made  up  of  a 
number  of  miscellaneous  operators  whose  individual  duties  are 
somewhat  varied,  as  they  handle  certain  calls  and  do  some  clerical 
work  incidental  to  the  company's  business.  The  multiple  mark- 
ing operators  handle  calls  for  parties  whose  telephones  have  been 
removed  or  who  are  on  a  vacation  together  with  other  irregular- 
ities which  occur.  Time  and  work-order  girls  handle  requests 
for  repairs,  and  change  of  location.  Messengers  are.  girls  too 
young  for  switchboard  service,  who  act  as  messengers  between 
the  various  departments  of  the  company.  Official  P  B  X 
operators  are  those  girls  who  handle  the  calls  for  the  telephone 
company  itself. 

Chief  operators  and  supervisors.  The  work  of  all  classes  of 
operators  in  the  various  exchanges  is  in  charge  of  chief  operators 
and  supervisors.  The  supervisors  of  experience  and  executive 
ability  have  direct  supervision  over  a  group  of  operators,  while 
the  chief  operator  is  in  charge  of  an  entire  exchange.  Night  and 
evening  chief  operators  have  duties  somewhat  similar  to  the  day 
chief  operators  with  a  much  reduced  working  force. 

Supervisors  are  paid  $9  to  $13.50  per  week  and  chief  operators 
$50  to  $90  per  month.  These  workers  must  know  the  demands 


FINDINGS  AS  TO  INDUSTRIES  75 

of  business  for  good  service,  must  have  tact,  initiative,  patience 
and  be  able  to  handle  all  conditions  and  emergencies  which  arise. 

Pay  station  attendants.  These  girls  are  the  only  operators  of 
the  company  who  come  in  direct  contact  with  the  public,  as  they 
are  in  charge  of  the  public  pay  stations  in  hotel  lobbies  and  rail- 
way stations,  where  both  local  and  toll  calls  are  handled.  This 
class  of  traffic  comes  so  directly  in  contact  with  the  exacting 
demands  of  the  traveling  public  that  only  girls  of  special  ability 
with  a  knowledge  of  toll  operating  are  selected.  The  duties  re- 
quire on  the  part  of  the  operator  tact,  courtesy,  business  intelli- 
gence, poise,  and  ability  to  handle  emergencies.  The  job  is 
attractive  to  a  great  many  girls,  but  in  the  scheme  of  telephone 
promotion  they  have  no  future  for  they  can  hardly  hope  to  be 
promoted  to  positions  as  supervisors  or  chiefs. 

P  B  X  operators.  Private  branch  exchange  (P  B  X) 
operators  are  girls  in  charge  of  the  operation  of  exchanges  in 
factories,  business  .houses,  hotels,  and  telephone  companies. 
Most  of  them  are  girls  taken  from  a  clerical  or  minor  position  in 
the  establishment  that  has  the  exchange. 

These  girls  handle  the  bulk  of  commercial  or  trade  traffic, 
but  they  are  not  employees  of  the  telephone  company.  They 
are  neither  amenable  to  its  rules  nor  subject  to  the  discipline  of 
regular  operators.  They  are  hired,  discharged,  or  promoted  by 
the  firm  that  pays  for  the  rental  of  the  board  they  operate.  The 
firm  ordinarily  regards  as  of  prime  importance  ability  to  under- 
stand the  details  of  the  business  in  dealing  with  customers,  and, 
as  of  secondary  importance,  ability  to  operate  the  board.  Fre- 
quently the  operator  at  a  small  board  does  clerical  work  or  book- 
keeping part  of  the  time.  If  she  is  inefficient  as  an  operator 
the  pay  station  supervisor  gives  her  instructions  but  can  go  no 
further.  The  operation  of  the  board  is  fundamentally  local 
traffic  of  the  "B"type,  but  frequently  there  is  a  sufficient  number 
of  long-distance  calls  to  make  it  necessary  that  the  operator 
know  the  routine  of  handling  this  class  of  telephone  business. 

Traffic  observers.  The  observer  of  local  and  toll  traffic  holds 
a  unique  position  in  relation  to  the  quality  of  the  operating  ser- 
vice that  the  public  receives.  The  observer  works  at  a  small 
board  so  wired  that  she  can  get  a  complete  record  of  the  call  she 
is  studying  without  the  operator  who  handles  the  call  being  aware 
of  the  observer's  activities.  Different  lines  are  connected  with 
the  observer's  board  each  day,  and  it  is  the  observer's  duty  to 
make  a  complete  record  of  the  amount  of  time  required  for  an 


76  INDIANAPOLIS  VOCATIONAL  SURVEY 

operator  to  handle  the  call,  and  of  such  irregularities  as  may  occur 
on  the  lines  during  the  day.  These  facts  are  reported  to  the 
supervisors  in  order  that  the  mistakes  may  be  corrected  and  the 
service  otherwise  improved.  It  is  a  matter  of  part  record  that 
through  this  medium,  many  sources  of  complaints  made  by  the 
public  are  known  to  the  company,  and  the  machinery  set  in  motion 
for  their  correction  many  hours  before  the  public  arrives  at  the 
desk  with  its  grievance. 

Term  of  service,  age,  and  schooling  of  operators.  A  classifi- 
cation of  the  employees  of  one  company  according  to  months  of 
service  with  the  company  is  given  in  Table  2.  A  very  large  pro- 
portion of  the  employees  have  been  in  the  service  of  the  company 
less  than  one  year,  and  only  nineteen  of  the  888  reporting  term 
of  service  have  been  employed  six  years  or  longer.  If  the  average 
length  of  service  is  computed  by  multiplying  the  number  of 
operators  by  the  respective  number  of  months  in  service  and 
dividing  by  the  number  of  operators,  it  is  found  to  be  between 
seventeen  and  eighteen  months. 


FINDINGS  AS  TO  INDUSTRIES 

Table  2 — Months  Service  of  896  Telephone  Operators. 


77 


MONTHS 
SERVICE 

Number 
of 
employees 

MONTHS 
SERVICE 

Number 
of 
employees 

MONTHS 
SERVICE 

Number 
of 
employees 

Total  

913 

32 

4 

63 

2 

0  

57 

33 

3 

64 

2 

1  

67 

34 

6 

65 

5 

2  

95 

35  

4 

66  

5 

3  

72 

28  

4 

67   

2 

4  

40 

37  

10 

68  

2 

5  

22 

38  

4 

69  

1 

6  

32 

39 

4 

70  

3 

7  

30 

40 

8 

71       

3 

8  

15 

41 

4 

72       

4 

9  

16 

42 

2 

73         

2 

10  

16 

43 

4 

74         

2 

11  

19 

44 

75       

2 

12  

22 

45 

3 

76           

13  

30 

46 

1 

77           

1 

14  

17 

47   '.    ... 

3 

80  

1 

15  

6 

48   ... 

4 

82  

2 

16...  

8 

49 

8 

83  

2 

17  

14 

50 

5 

84  

1 

18  

8 

51 

3 

87  

1 

19  

11 

52 

7 

90  

1 

20  

7 

53 

4 

No  report  .... 

8 

21  

5 

54 

12 

22  

14 

55 

3 

23  

17 

56  

3 

24  

21 

57   .        .... 

25  

14 

58 

6 

26  

19 

59 

4 

27  

4 

60 

1 

28  

6 

61 

2 

29  

6 

62 

3 

30  

2 

31  

3 

In  Table  3  these  operators  are  classified  by  age,  and  more  than 
one-half  of  the  913  employees  were  under  twenty-one  years  of 
age.  A  further  classification  distinguishing  the  workers  as 
graduates  of  Indianapolis  schools,  and  as  graduates  of  other 
schools,  developed  the  fact  that  a  large  majority  of  the  younger 
workers  are  graduates  of  Indianapolis  schools  while  of  the  older 
employees,  about  equal  numbers  are  graduates  of  the  city  and  of 
outside  schools. 


78  INDIANAPOLIS  VOCATIONAL  SURVEY 

Table  3 — Age  of  896  Telephone  Operators. 


AGE 

Number  of  Operators 

Total 

Graduates  of 

Indian- 
apolis 
schools 

Other 
schools 

Total  

913 
61 
108 
135 
122 
103 
98 
52 
46 
23 
22 
23 
19 
14 
10 
7 
13 
10 
4 
1 
2 
5 
2 
1 
1 
1 
2 

16  years  

56 
91 
102 
89 
66 
64 
36 
25 
16 
11 
12 
8 
7 
3 

5 

17 
33 
33 

37 
34 
16 
21 
7 
11 
11 
11 
7 
7 
7 
8 
4 
1 
1 
2 
2 
1 
1 

17  years  

18  years       

19  years       

20  years     

21  years  

22  years       

23  years  ,  

24  years  

25  years  

26  years  

27  years  

28  years  

29  years  

30  years  

31  years  

5 
6 
3 

32  years  

33  years  

34  years  

35  years  

36  years  .  .*  

3 
1 

37  years  

38  years  

39  years  

1 
1 

40  years  

41  years  

2 

42  years  

43  years  

44  years  

1 

1 

45  years  

46  years 

1 

2 

1 
1 

47  years  

1 

48  years       ....                    .... 

49  years     .... 

50  years     

2 
2 
1 
2 
1 

1 

1 
2 
1 
2 
1 

53  years  

54  years  

57  years 

58  years  

FINDINGS  AS  TO  INDUSTRIES 


79 


From  Tables  2  and  3  it  is  apparent  that  in  many  cases — more 
frequently  it  would  appear  in  the  case  of  girls  from  the  city — 
girls  take  up  telephone  work  as  temporary  employment  to  get 
spending  money  for  a  few  months,  or  until  they  can  find  some 
more  profitable  employment. 

In  Table  4  these'  operators  are  classified  according  to  grade 
completed  in  Indianapolis  or  in  outside  schools.  The  relatively 
high  number  who  have  not  completed  the  eighth  grade  demands 
serious  attention. 

Table  4 — Grades  Completed  by  896  Telephone  Operators. 


GRADE  COMPLETED 

Telephone  operators 

Total 

Graduates  of 

Indian- 
apolis 
schools. 

Outside 
Schools. 

Total  .  .  

896 

Public  schools  .... 

Grade  7  or  lower  

212 
220 
119 
73 
16 
34 

106 
12 

5 

140 
221 
83 
42 
12 
13 

98 
10 

72 
99 
36 
31 
4 
21 

7 
2 

5 

Grade  8  

First  year  high  school  

Second  year  high  school  

Third  year  high  school  

Fourth  year  high  school  

Parochial  schools: 
Grade  8  or  lower  

1  to  4  years  high  school  

College: 
Some  academic  work 

The  plant  department.  It  is  the  particular  function  of  the 
plant  department  of  all  telephone  companies  to  attend  to  the 
construction,  maintenance  and  repair  of  the  entire  equipment, 
including  telephones,  lines,  and  switchboards.  For  convenience 
of  execution,  the  operations  are  carried  out  by  five  sub- 
departments,  namely,  line  construction,  cable  maintenance, 
repair,  installation,  and  cable  report. 

Line  construction  underground.  In  the  present  day  it  is  abso- 
utely  essential  to  pi  a  ce  all  telephone  cables  underground  in  the 


80  INDIANAPOLIS  VOCATIONAL  SURVEY 

business  districts  of  large  cities,  and  even  in  many  parts  of  the 
residential  sections.  The  cables  are  placed  in  ducts  or  tile  several 
feet  beneath  the  surface  of  the  street.  The  connections  are  made 
at  the  manholes,  which  are  usually  located  at  street  intersections. 
The  trenches  are  dug  and  the  ducts  placed  by  common  laborers. 
These  subways  contain  thousands  of  miles  of  telephone  wire, 
and  represent  a  large  outlay  of  money. 

Lineman.  It  is  the  duty  of  the  lineman  to  be  able  to  perform 
any  of  the  processes  required  in  the  construction  of  pole  lines  for 
telephone,  telegraph,  power,  and  signal  purposes.  A  lineman 
should  be  able  to  lay  out  pole  line,  put  on  cross  arms,  string  and 
tie  wire,  and  do  all  sorts  of  pole  and  cable  guying.  Much  of  the 
layout  work  is  cared  for  by  the  engineer,  but  it  is  often  necessary 
to  make  changes  that  call  for  the  mechanical  ability  of  a  lineman. 
A  lineman  seldom  works  long  in  one  locality.  His  shifting  from 
place  to  place  usually  makes  of  him  a  workman  who  is  quick  to 
size  up  a  situation.  He  must  always  be  on  the  lookout  for  danger 
from  decayed  poles,  and  from  high-tension  lines  down. 

Splicing  or  connecting  line  wires  together  requires  consider- 
able care  to  prevent  "burning"  or  twisting  the  wires  to  the  break- 
ing point.  Many  of  the  connections  made  on  the  smaller  sizes 
of  line  wires  are  made  with  "sleeves,"  double  tubes  into  which 
the  wires  are  pushed  and  twisted  with  pliers.  ,  Joints  made  without 
sleeves  are  usually  soldered  in  order  to  prevent  rust  and  corrosion 
from  increasing  the  electrical  resistance  of  the  connection. 

"Tieing  in"  is  the  process  of  fastening  each  wire  to  the  glass 
insulator  on  the  cross  arm  with  short  cuts  of  wire. 

Guying  consists  in  running  heavy  steel  wires  from  the  poles 
to  the  anchors  in  order  to  keep  the  poles  upright.  Guying  pole 
line  corners,  double  turns,  and  terminals  is  necessary  to  secure 
sufficient  rigidity  so  as  to  keep  the  poles  in  proper  alignment  when 
the  wires  or  cable  messengers  are  pulled  into  place.  Some  of 
these  guys  are  pulled  up  with  heavy  block  and  tackle,  to  put 
tremendous  tension  on  the  wires  and  guys.  Excellent  judgment 
is  required  to  determine  the  proper  tension  under  extreme  changes 
in  temperature. 

Groundmen.  Groundmen  act  as  helpers  to  linemen.  This 
work  is  considered  manual  labor,  but  if  the  worker  is  willing  to 
adapt  himself  to  conditions  there  is  an  excellent  opportunity  offered 
to  learn  the  work.  In  addition  to  helping  linemen,  these  workers 
dig  holes,  set  poles,  put  up  cable,  roof  and  "gain"  poles.  Wages 
at  present  are  $2.00  per  day  of  nine  hours.  For  this  work,  able- 


FINDINGS  AS  TO  INDUSTRIES  81 

bodied  men,  with  ability  to  learn  a  few  mechanical  details  are 
needed. 

Overhead  and  underground  cable.  In  order  to  avoid  having  a 
large  number  of  wires  placed  on  poles,  city  telephone  wires  are 
usually  made  up  in  the  form  of  cables  surrounded  with  lead 
sheathing.  These  wires  are  insulated  from  each  other  by  loose 
dry  paper  and  twisted  together  in  pairs,  each  pair  representing 
an  individual  telephone  line.  White  paper  is  placed  on  one 
wire  on  each  pair,  red  on  the  other,  making  it  easily  possible  to 
distinguish  between  wires. 

Splicing  cable.  Connecting  the  individual  pairs  of  one  length 
of  cable  with  those  of  another  is  called  splicing,  and  involves 
many  operations.  The  cable  ends  are  always  sealed  to  keep  out 
moisture,  and  when  "opening"  a  splice  the  cable  man  first  re- 
moves the  necessary  length  of  sheath  from  each  cable  end.  A 
lead  sleeve,  later  used  to  close  the  joint,  is  slipped  on  one  end  and 
pushed  back  out  of  the  way.  Dry  muslin  tape  or  cotton  string  is 
carefully  forced  out  between  the  cable  wires  and  the  lead  sheathing 
at  the  cut.  This  process  is  called  "butting,"  and  its  purpose  is 
to  insure  perfect  insulation  between  the  pairs  and  the  grounded 
cable  sheath.  The  cable  is  then  "boiled  out"  to  remove  all 
traces  of  moisture,  by  pouring  hot  paraffin  over  the  loose  pairs. 
To  "splice,"  the  paper  insulation  is  removed  from  each  wire, 
wires  of  like  colors  connected,  and  each  connection  covered  with 
an  insulating  tube.  The  lead  sleeve  is  put  into  place  and  sealed 
water-tight  by  "wiping  the  joint"  at  each  end  with  hot  solder. 

In  addition  to  the  work  enumerated  above,  the  cable  splicer  is 
responsible  for  "dead  ending"  at  the  office  switchboard,  and  for 
connecting  with  the  outlet  and  cable  boxes  on  poles  and  in  man- 
holes. The  cables  are  brought  up  and  connected  with  cable 
boxes,  "can  tops,"  or  main  frames  in  order  that  connections  may 
be  made  with  the  overhead  line  wires,  subscribers'  drops,  or  with 
the  office  switchboard.  At  these  places  each  pair  is  fused  and 
protected  from  lightning.  The  cable  splicer  connects  and  puts 
to  work  all  serial  and  underground  connections,  both  with  the 
switchboard  and  the  overhead  line  wires. 

Testing.  Before  a  cable  is  put  into  use,  it  is  "tested,"  A 
battery  and  telephone  receiver,  or  a  tone  test  is  used  to  test 
through  from  one  end  of  the  cable  to  the  other  in  order  that 
pairs  may  be  properly  numbered  at  each  place. 

To  splice  and  test  "live"  cables  without  causing  interruption 
of  service  is  one  of  the  most  important  jobs  of  a  cableman.  It 

6647—6 


82  INDIANAPOLIS  VOCATIONAL  SURVEY 

is  necessary  to  test  for  "grounded  pairs,"  "opens,"  "shorts"  and 
"split-pairs." 

The  worker  enters  the  trade  as  a  helper  at  approximately 
eighteen  to  twenty  years  of  age  and  becomes  a  journeyman  as 
soon  as  he  is  able  to  do  the  work  satisfactorily.  Employment  is 
affected  but  very  little  by  season  changes,  and  hence  is  a  profitable 
field  for  a  limited  number  of  men. 

Repair  department.  This  department  is  of  importance  because 
it  is  the  policy  of  the  company  to  make  this,  for  the  young  begin- 
ner, a  point  of  entrance  into  the  varied  telephone  trades.  Roughly, 
the  workers  may  be  divided  into  four  groups;  wire  chiefs  and 
testers;  switchboard  repairmen;  line  and  instrument  repairmen; 
and  equipment  installers.  The  repair  department  has  for  its 
field  the  assembly  of  frames,  racks  and  cables,  and  other  minor 
central  office  accessories;  the  clearing  of  troubles  in  central  equip- 
ment, P  B  X  and  subscribers '  instruments,  and  in  cases  of  minor 
complaints,  on  both  toll  and  local  lines.  The  department  is 
under  the  direct  supervision  of  the  district  wire  chief. 

Wire  chiefs  and  testers.  The  wire  chief 's  division  may  include 
the  following  workers:  Toll  chief;  testers;  night  wire  chiefs;  and 
switchboard  inspector.  This  work  is  fundamentally  directive 
and  inspective,  and  consists  in  testing  for  the  location  of  troubles 
on  toll,  and  local  lines,  switchboards,  cables,  cords,  and  instru- 
ments, and  in  repairing  and  testing  after  the  work  is  completed. 

The  matter  of  making  installation  changes  without  inter- 
ruption to  service  is  important,  and  requires  that  a  part  of  the 
work  be  done  at  night. 

The  work  is  done  almost  wholly  indoors,  and  requires  men 
who  understand  at  least  the  elementary  principles  of  electrical 
practice,  and  who  either  know  or  are  able  to  learn  all  the  functions 
of  the  switchboard  and  its  accessories.  From  six  to  ten  years  of 
experience  is  required  for  the  development  of  a  good  wire  chief. 

Switchboard  repairmen.  Switchboard  equipment  is  very  in- 
tricate, and  its  various  parts  are  so  small  and  delicate  that  technical 
troubles  command  the  entire  attention  of  a  number  of  switchboard 
repairmen  and  testers  to  keep  the  communicating  apparatus  in 
operating  condition. 

There  are  three  different  exchange  types  of  board  to  care  for, 
namely:  The  "A"  board,  and  the  auxiliary  board  used  to  com- 
plete calls  between  two  exchanges;  the  toll  board;  where  long- 
distance calls  are  handled;  and  the  board  in  private  branch 
exchanges;  and  public  pay  stations.  At  times  the  switchboard 


FINDINGS  AS  TO  INDUSTRIES  83 

repairman  attends  to  the  ringing  motor-generator  charging  sets, 
and  storage  batteries  which  supply  the  telephones  and  switch- 
board with  power. 

Switchboard  repairmen  rank  next  to  cablemen  as  the  skilled 
mechanics  of  the  telephone  industry.  Their  work  ranges  from 
the  adjusting  of  relays  and  the  connecting  of  a  simple  type  of 
P  B  X  board,  to  the  installation  of  a  section  to  a  multiple 
switchboard.  They  have  been  characterized  as  the  "likely 
chaps  of  the  industry. " 

For  switchboard  repair  work  men  of  exceptional  ability  who 
have  received  their  training  in  the  various  repair  departments, 
are  selected.  These  men  must  be  especially  trained  and  the 
training  can  be  acquired  only  on  the  job.  The  demand  is  small. 
The  workers  are  generally  young  fellows  under  twenty-five  years 
of  age.  For  rapid  advancement  they  should  have  a  practical 
knowledge  of  electricity,  of  the  use  of  electrical  instruments,  of 
the  principles  of  telephone  engineering,  and  of  circuit  reading. 
In  fact  they  need  a  much  broader  technical  training  than  that 
required  of  the  average  telephone  worker. 

Line  and  instrument  repairmen.  The  line  and  instrument 
repairmen  or  "trouble  shooters"  must  locate  troubles  that  occur 
on  telephone  lines,  or  in  the  subscriber's  instrument.  A  large 
number  of  the  troubles  that  occur  might  be  called  stock  troubles, 
since  they  originate  at  the  switchboard  or  in  the  subscriber's 
instrument.  The  repairman  becomes  very  familiar  with  shorts, 
crosses,  grounds,  opens,  etc.,  and  when  the  wires  in  cables,  he 
knows  almost  at  once  where  to  find  the  trouble.  Most  troubles 
are  merely  matters  of  adjustment.  Such  troubles  as  lines  going 
down,  or  wet  cables,  are  reported  to  the  linemen  or  cablemen  for 
repair. 

The  repairman  is  usually  one  who  has  had  experience  as  a 
lineman  and  has  had  the  interest  and  ability  to  master  the  tech- 
nicalities of  the  industry.  He  must  become  very  familiar  with 
the  line  and  cable  distributions  of  the  plant,  with  the  circuits 
of  the  subscribers'  instruments,  and  must  have  a  general  working 
knowledge  of  the  plant  layout  in  his  district. 

Equipment  installers.  These  workers  assemble  the  equipment. 
Among  them  are  the  apprentices  of  the  telephone  industry.  The 
beginner  here  has  an  opportunity  of  becoming  eventually  a  wire 
chief.  From  this  division  also  linemen  and  cablemen  are  re- 
cruited. 

Boys   not   younger  than   sixteen   to   eighteen   are   preferred, 


84  INDIANAPOLIS  VOCATIONAL  SURVEY 

with  some  electrical  training.  They  start  at  cutting  and  forming 
and  finally  assemble  frames  and  racks.  Their  work,  after  an 
experience  of  about  two  years,  may  take  them  to  the  actual 
installation  of  central  office  equipment. 

Instrument  installers.  Every  day  in  the  year  hundreds  of 
phones  are  installed  or  removed  from  residences  or  places  of 
business.  Caring  for  this  business  is  entrusted  to  the  instrument 
installer.  The  work  is  not  very  complicated  and  the  simpler 
jobs  can  be  learned  by  beginners  in  a  few  days.  The  work  is 
graded  in  such  a  way  that  excellent  opportunity  is  offered  for  a 
young  fellow  to  work  up  through  the  department  to  other  lines 
of  work  such  as  switchboard  repairing  and  testing. 

P  B  X  installers.  For  those  who  like  the  installation  work 
the  higher  position  of  P  B  X  installer  is  open.  As  the  name 
implies,  it  consists  in  the  installation  of  complete  private  branch 
exchanges  in  factories,  store  and  public  buildings,  and  elsewhere. 
This  work  includes  running  all  necessary  wires  and  cables,  setting 
the  switchboard,  connecting  instruments  and  switchboard,  and 
running  a  final  test  on  the  installation. 

Cut-over  wire  chiefs  and  helpers.  These  men  attend  to  the 
numerous  changes  in  switchboards  and  frames  when  the  sub- 
scriber demands  that  his  old  number  be  retained.  This  is  accom- 
plished on  the  jumper  frame,  the  change  being  made  between  the 
terminals  of  the  cable  pair  and  the  terminals  on  the  switchboard. 

Assignment  men  and  clerks.  The  problem  of  making  definite 
records  of  every  circuit  in  the  entire  telephone  "layout,"  so  that 
the  actual  position  of  all  telephone  faults  can  be  quickly  and 
accurately  determined  even  though  the  circuit  in  question  may 
run  in  a  very  devious  manner,  is  the  particular  duty  of  this  group 
of  workers. 

VII.     HEAT,  LIGHT  AND  POWER  GENERATION. 

There  are  at  present  two  heat,  light,  and  power  companies, 
in  Indianapolis.  They  supply  electricity  for  lighting  and  heating 
purposes,  and  for  running  not  only  small  utility  motor  specialties 
but  also  for  furnishing  the  motor  drive  in  large  factories.  Their 
average  output,  which  varies  according  to  season,  is  approximately 
350,000  kilowatt  hours  daily.  A  reserve  capacity  makes  more 
than  a  million  kilowatt  hours  possible.  The  two  companies 
supply  approximately  52,000  customers  in  Indianapolis  and 
Marion  County. 

The  power  is  derived  from  five  steam-driven  plants,  and 
reconverted  for  use  by  ten  substations.  It  is  conducted  by  means 


FINDINGS  AS  TO  INDUSTRIES  85 

of  an  exceedingly  complex  overhead  and  underground  distributing 
system,  and  involves  the  use  of  hundreds  of  tons  of  "copper." 

The  two  companies  employ  approximately  600  workers,  520 
of  whom  are  engaged  in  the  industrial  side  of  power  production 
and  distribution.  They  are  organized  into  the  following  depart- 
ments: Auditing;  engineering;  power;  overhead;  underground; 
heating;  building  construction;  meter  and  sales.  Since  the  ob- 
ject of  this  study  has  been  to  emphasize  the  productive  side  of  the 
industry,  the  auditing  and  engineering  departments  are  not  con- 
sidered here. 

Power  department.  This  department  supplies  the  current  to 
the  customers  throughout  the  city  and  maintains  the  continuity 
of  service  during  electric  storms,  high  winds  and  at  all  other  times. 
Under  normal  conditions  the  workmen  have  little  to  do.  During 
heavy  loads,  electric  storms  and  emergencies,  each  man  must 
know  the  proper  sequence  of  his  duties  in  order  that  the  service 
may  be  absolutely  continuous.  The  occupations  in  the  power 
department  are  analagous  to  the  occupations  in  the  same  depart- 
ment of  the  Indianapolis  Traction  and  Terminal  Company. 

Overhead  department.  The  line  department  constructs  and 
maintains  all  overhead  circuits  and  service  connections.  The 
detailed  occupations  are  very  similar  to  those  of  the  railway  line 
department  relative  to  the  high  voltage  mains  handled.  They, 
however,  compare  in  detail  with  the  actual  operations  involved  in 
stringing  circuits,  and  making  service  connections  as  performed  by 
the  line  department  of  the  telephone  companies.  In  other 
words,  the  manipulative  operations  of  a  light  and  power  lineman 
strike  a  good  average  between  railway  and  telephone  lineman. 

Underground  department.  All  circuits  in  congested  business 
districts  are  laid  in  underground  conduits,  as  in  the  case  of  under- 
ground telephone  construction.  The  essential  contrast,  however, 
in  the  two  types  is  found  in  greatly  increased  insulation  for  the 
power  wires  and  cables,  and  a  larger  number  of  circuits  in  case  of 
the  telephone  network.  Otherwise  most  of  the  work  is  quite 
similar  to  that  already  described  under  telephone  construction. 
However,  the  required  manipulative  skill  involved  in  handling 
power  circuits  is  somewhat  less  than  that  concerned  with  telephone 
cables  containing  hundreds  of  pairs  of  wires,  all  of  which  must  be 
kept  electrically  separate. 

Heating  department.  An  important  phase  of  the  heat,  light  and 
power  industry,  is  the  operation  of  an  extensive  system  of  steam 


86  INDIANAPOLIS  VOCATIONAL  SURVEY 

and  hot  water  heating.  Approximately  fifty  miles  of  steam  lines 
serve  650  customers  in  the  business  district,  and  sixteen  miles  of 
hot  water  lines  supply  over  500  residences.  The  workers  necessary 
to  maintain  the  layout  of  lines  and  the  building  of  extensions  are 
usually  transients,  being  hired  in  the  fall  and  laid  off  in  the  spring. 
A  few  steamfitters  and  a  number  of  helpers  make  all  the  repairs 
necessary  to  keep  the  lines  in  operating  condition. 

Meter  department.  It  is  the  function  of  the  meter  department 
to  install,  read,  repair  and  adjust  watt-hour  meters  which  are 
placed  on  the  customer's  premises  to  measure  and  record  the  power 
consumption  from  month  to  month.  There  are  two  general  types 
of  meters,  viz.,  direct  current  and  alternating  current.  Each 
type  operates  on  much  the  same  electrical  principle  as  direct  and 
alternating  current  motors  and  in  order  to  have  a  thorough  knowl- 
edge of  meter  operation  it  is  well  for  the  meter  man  to  have  a  work- 
ing knowledge  of  the  above  types  of  motors.  In  order  to  avoid 
complaints  from  consumers  and  to  assure  the  power  producer  of 
proper  returns,  it  is  necesary  that  the  meters  be  kept  in  accurate 
operating  condition,  that  they  run  at  the  proper  speed  for  all 
variations  in  load,  that  bearing  friction  is  overcome,  and  that  the 
instruments  start  and  stop  instantly. 

The  workers  who  install  the  watt-hour  meters  on  the  consumer's 
premises  before  the  power  is  turned  on  are  called  "installers." 
They  connect  the  meter  with  the  house  and  line  circuit,  making 
the  final  connections  for  service.  They  spend  a  part  of  their  time 
each  month  taking  the  meter  readings  on  which  the  monthly 
bills  are  based. 

When  a  customer  is  not  satisfied  as  to  the  amount  of  power 
consumed,  the  meter  tester  is  sent  to  make  a  test  with  a  standard 
instrument.  The  standard  instrument  is  connected  with  the 
subscriber's  circuit  and  compared  with  the  local  meter  readings. 
If  the  customer's  meter  is  out  of  adjustment,  it  is  taken  to  the 
repair  shop  where  all  repairs  and  adjustments  are  made.  Here 
the  meter  is  again  connected  with  a  standard  instrument  and 
adjustments  are  undertaken  until  accuracy  is  obtained.  This 
work  must  be  in  the  hands  of  men  with  considerable  technical 
knowledge  and  experience. 

Sales  department.  The  sales  department  of  the  company's 
activities  is  a  most  important  one.  Since  public  utility  regula- 
tion has  become  a  matter  of  government  statute,  it  is  impossible 
to  make  an  increase  or  a  reduction  in  rates  for  lighting  service. 
The  basis  upon  which  new  lighting  business  is  promoted  depends 


FINDINGS  AS  TO  INDUSTRIES  87 

upon  the  ability  of  either  company  to  furnish  reliable  and  efficient 
service.  Hence  the  solicitor  performs  a  most  important  economic 
and  financial  function  for  the  company  which  he  serves.  A  knowl- 
edge of  the  company's  business,  its  history,  and  its  ability  to 
furnish  service  in  various  localities,  is  absolutely  necessary  for 
success.  A  solicitor  who  is  seeking  new  power  business  must  also 
understand  the  application  and  comparative  advantages  of  motor 
drive,  both  large  and  small-unit,  and  be  able  to  promote  the  adop- 
tion of  this  type  of  service.  At  the  present  time  the  two  companies 
have  in  this  department  36  men  earning  salaries  from  $60  to  $100 
per  month. 

VIII.     TRANSPORTATION. 

As  a  center  of  interurban  electric  railway  traffic  Indianapolis 
occupies  an  exceptional  position  among  the  large  cities  of  the 
country.  The  interurban  net,  extending  rapidly  in  recent  years 
throughout  the  State,  has  made  directly  tributory  to  the  city  a 
very  large  area,  and  the  city's  responsibility  and  interest  in  hand- 
ling the  interurban  service  efficiently  has  become  each  year  more 
apparent.  The  prosperity  of  the  State  as  well  as  of  the  city  is 
largely  conditioned  upon  the  development  of  efficiency  in  this 
service. 

Four  systems  of  interurban  lines  radiate  in  twelve  directions 
to  all  parts  of  the  State.  These  systems  operating  689  cars  in 
and  out  of  the  city  carried,  6,629,000  passengers  during  the  year 
1915,  or  an  average  of  over  18,000  per  day.  The  freight  traffic  of 
these  lines  in  the  same  year  amounted  to  25,511  carloads.  There 
is  no  natural  limit  to  the  future  increase  of  this  traffic.  Its 
growth  will  be  dependent  upon  the  efficiency  and  capacity  of  the 
carriers  themselves.  No  community,  therefore,  has  a  more 
obvious  interest  in  providing  for  the  development  of  full  efficiency 
in  this  line  of  enterprise  than  has  Indianapolis. 

The  city  system  of  street  railways  is  owned  by  the  Indianapolis 
Traction  and  Terminal  Company,  which  operates  290  regular  and 
68  tripper  cars  daily  over  170  miles  of  street  railway.  This 
company  employs  approximately  1,400  workers,  of  whom  1,350 
are  engaged  in  operation,  maintenance,  and  construction  work. 
The  company  is  organized  in  eight  departments,  namely:  The 
legal;  the  auditing;  the  purchasing;  the  transportation ;  the  mechan- 
ical; the  track;  the  overhead;  and  the  power  department. 

The  Survey  Report  embraces  a  detailed  analysis  of  the  five 
departments  which  are  engaged  in  operation,  construction  and 
maintenance  of  the  city  system. 


88  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  Transportation  Department. 

Functions  and  occupations.  The  transportation  department 
operates  cars,  makes  schedules  to  meet  traffic  demands,  and  re- 
routes cars  to  relieve  congestion  and  to  promote  convenience. 

The  occupations  in  a  descending  scale  of  importance  are  those 
of  the  following  employees:  Superintendent,  and  assistant 
superintendent;  division  inspector;  instructor;  motorman  and 
conductor;  station  foreman;  assistant  station  foreman;  car  shifter; 
and  car-shifter  helper. 

Superintendent.  The  superintendent  and  his  assistant  employ 
the  platform  men,  make  promotions  and  make  recommendations 
to  the  management  relating  to  wage  scales,  social  betterment, 
and  other  matters  pertaining  to  the  department. 

Division  inspector.  The  division  inspector  has  charge  of  the 
cars  and  crews  while  on  the  road.  It  is  his  specific  duty  to  hold 
men  to  the  observance  of  rules;  to  check  up  the  efficiency  of  motor- 
men  in  handling  cars  and  car  equipment;  to  keep  cars  on  their 
scheduled  time  throughout  the  entire  length  of  their  routes;  to 
check  up  conductors  on  fare  collections — as  regards,  for  example : 
Using  proper  methods  of  collection;  missing  fares;  ringing  up  a 
cash  fare  for  a  ticket;  neglecting  to  ring  fares;  to  assist  the 
crews  in  handling  large  crowds;  and,  in  case  of  accidents  to 
assist  as  the  occasion  may  demand,  as,  for  example:  In  obtaining 
witnesses  or  calling  for  assistance  from  the  police  or  from  hospitals. 
The  men  who  do  this  work  have  generally  been  promoted  from  the 
rank  and  file  of  the  train  service,  and  they  have,  therefore,  a  com- 
plete knowledge  of  car  operation.  This  sort  of  experience  is 
necessary  in  order  that  the  inspector  may  be  thoroughly  familiar 
with  the  city  track  layout,  with  the  practical  methods  of  handling 
large  crowds,  and  with  the  proper  procedure  in  various  emergency 
cases.  The  inspector  must  be  a  man  of  mature  judgment,  tactful 
in  handling  disputes  with  passengers,  and  thoroughly  informed 
as  regards  the  utilization  and  the  defects  of  car  equipment.  The 
skill  required  is,  however,  technical  rather  than  manipulative. 

Instructor.  Instructors  of  both  motormen  and-  conductors 
have  charge  of  "breaking  in"  new  men  to  their  respective  duties. 
The  instructor  assigns  the  student  to  a  motorman  or  conductor 
who  teaches  him  the  essentials  of  operation,  runs  trial  trips  with 
him,  and  tests  him  on  the  book  of  rules.  Instructors  also  act  as 
inspectors  when  occasion  arises.  The  men  who  hold  these 
positions  have  been  promoted  from  the  ranks,  and  have  been 


FINDINGS  AS  TO  INDUSTRIES  89 

chosrn  particularly  for  their  ability  in  handling  inexperienced 
men.  Patience,  tact,  and  the  ability  to  reduce  car  operations  to 
lowest  terms  constitute  qualifications  for  efficiency. 

Station  foreman.  The  station  foreman  has  charge  of  dispatch- 
ing cars  on  their  runs  each  morning,  attending  to  the  extra  list, 
assigning  extra  men  to  vacant  runs,  and  providing  crews  for 
special  and  for  extra  cars.  These  men  are  promoted  from  the 
train  service.  They  must  be  familiar  with  all  phases  of  car  opera- 
tion, and  be  experienced  in  dealing  with  the  emergencies  arising 
therefrom.  In  dealing  with  car  men,  it  is  imperative  that  absolute 
impartiality  be  shown.  Runs  are  assigned  by  a  rotating  extra 
list,  the  man  at  the  top  of  the  list  being  assigned  the  first  run  out 
of  the  barn.  The  station  foreman  must  give  the  men  a  square 
deal,  be  tactful,  and  strive  in  all  cases  to  maintain  good  fellowship 
among  the  men.  The  men  in  this  division  of  the  service  range 
from  30  to  50  years  of  age. 

Conductor.  Upon  the  continuous  vigilance  of  the  conductor 
in  collecting  fares  depends  largely  the  financial  success  or  failure 
of  the  company.  Statistics  show  that  thousands  use  transfers 
unlawfully,  "stall"  fares,  and  enjoy  free  rides.  There  are  also 
always  some  conductors  who  "knock-down"  a  certain  number  of 
fares  each  day.  These  abuses  make  it  very  necessary  for  the 
company  to  take  strict  measures  in  checking  up  the  men  both 
publicly  and  privately. 

Collection  of  fares  includes  taking  up  fares  and  registering 
them  on  the  fare  register  as  cash,  ticket  and  transfer;  making 
change;  keeping  trip  sheets  and  trip  envelopes;  and  punching 
transfers. 

The  conductor  is  responsible  for  the  starting  and  stopping 
signals,  for  backing  the  car,  for  handling  the  crowds,  for  assisting 
aged  and  infirm  persons,  and  for  calling  the  streets.  He  must 
also  be  ready  with  information  concerning  points  of  public  interest, 
such  as  parks,  theatres,  depots  and  large  stores.  He  is  held  abso- 
lutely responsible  for  the  proper  flagging  at  railroad  crossings, 
and  is  drilled  by  the  claim  agent  in  obtaining  favorable  witnesses 
in  case  of  accident.  During  the  course  of  any  working  day,  a 
number  of  articles  are  left  on  the  cars.  The  company  maintains 
a  lost  article  department  to  look  after  such  articles  which  the 
conductor  turns  over  daily. 

In  addition  to  the  regular  duties  of  operating  the  car,  the  con- 
ductor attends  to  the  trolley  and  the  lights.  He  reports  defects 


90  INDIANAPOLIS  VOCATIONAL  SURVEY 

in  seats,  ventilators,  handrails,  grab  handles,  steps  and  windows, 
since  all  of  these  items  affect  the  safe  handling  of  passengers. 

Most  of  the  conductors  come  from  small  towns  or  country 
districts.  Enough  common  school  education  is  essential  to  insure 
accuracy  in  making  reports.  Since  it  is  through  its  conductors 
principally  that  the  company  comes  in  contact  with  the  public 
the  personality  and  deportment  of  the  conductor  are  highly  im- 
portant. 

The  work  is  largely  manipulative  in  character  and  can  be 
learned  in  a  week  or  ten  days,  although  it  takes  from  six  months 
to  a  year  to  become  fully  efficient.  The  applicant  must  be  at 
least  21  years  of  age  and  not  over  45  years. 

Motor  man.  The  primary  duty  of  the  motor  man  is  to  attend 
to  the  mechanical  operation  of  the  car  in  such  a  way  as  to  secure 
the  safety  and  convenience  of  the  passengers.  His  first  duty  is 
to  run  the  car  according  to  schedule  over  a  particular  routing, 
and  to  observe  the  necessary  stops  and  slow-downs.  A  good 
motorman  knows  exactly  where  he  should  be  at  any  moment, 
and  is  careful  to  arrive  at  that  place  with  approximately  one-half 
minute's  clearance.  In  running  a  car  according  to  schedule,  it 
is  considered  very  bad  practice  to  run  a  few  minutes  ahead  of  time. 
This  decreases  the  time  interval  with  reference  to  the  car  ahead, 
and  increases  the  interval  for  the  car  behind,  which  may  fail  to 
make  time  on  account  of  the  increased  number  of  passengers  to 
be  picked  up.  Such  a  procedure  wastes  power,  creates  dissatis- 
faction among  the  passengers,  and  increases  the  liability  of  acci- 
dent. On  the  other  hand,  it  is  equally  serious  to  be  late  and 
attempt  to  regain  the  lost  time.  The  man  running  ahead  of  schedule 
has  a  tendency  to  get  more  ahead,  and  the  man  running  behind 
to  lose  more  time  until  finally  the  inspector  has  to  step  in  and  put 
the  men  back  on  their  schedules. 

Motormen,  as  well  as  conductors,  should  be  familiar  with  the 
streets  and  points  of  public  interest  on  their  line.  They  must 
especially  locate  all  danger  points,  such  as  railroad  crossings, 
switches,  turn-outs,  and  track  ends  at  terminals  by  fixed  markers 
which  can  be  seen  even  more  readily  than  the  point  of  danger 
itself.  At  many  points  along  double  track  routes  the  vehicle 
space  to  the  right  of  the  car  is  nearly  always  insufficient  for  two 
conveyances  to  clear  the  passing  car  at  the  same  time.  The  motor- 
man must  judge  accurately  therefore  with  his  eye,  to  know  the 
exact  point  to  slow  down  to  avoid  this  type  of  interference.  In 
case  of  accident,  the  duties  of  the  motorman  and  conductor  are 


FINDINGS  AS  TO  INDUSTRIES  91 

common.  They  consist  in  clearing  away  the  accident,  and  in 
calling  physicians,  the  ambulance,  the  police,  and  the  company's 
claim  agent,  as  the  case  may  require. 

The  secondary  duties  of  the  motorman  deal  with  the  care  and 
operation  of  the  car  and  its  equipment.  He  must  be  familiar  with 
the  series,  transition,  and  multiple  points  of  the  controller  and  the 
resultant  action.  He  must  understand  the  handling  of  the  hand 
and  the  airbrake,  and  have  a  general  knowledge  of  their  working 
parts  and  adjustments.  Standard  American  electrical  railway 
practice  shows  that  there  is  an  increasing  demand  for  motormen 
who  study  their  job  in  detail.  The  efficient  man  figures  out  in 
advance  just  what  should  be  done  and  in  what  order,  should  certain 
emergencies  arise.  For  example,  an  automobile  rushes  toward 
the  street  intersection  only  to  find  the  way  obstructed  by  a  passing 
car.  The  motorman  has  little  or  no  time  to  decide  what  course 
to  pursue.  He  throws  on  full  power  and  manages  to  pass  the 
intersection  point  first.  Again,  the  motorman  sees  boys  playing 
at  baseball  along  the  tracks.  As  he  approaches,  the  boy  at  the 
bat  is  striking  the  ball  and  another  in  attempting  to  catch  the  ball 
forgets  the  car  for  the  moment  and  runs  immediately  in  front  of 
it.  Obviously  the  motorman  should  approach  the  players  at  a 
greatly  reduced  speed.  The  motorman  must  know  what  course 
to  pursue  should  one  or  more  motors  give  out.  Very  often  an 
intelligent  man  can  save  a  car  "pull-in"  to  the  barn  by  straighten- 
ing a  bent  controller  finger,  an  operation  which  takes  not  more 
than  two  minutes  to  perform. 

It  is  common  knowledge  that  most  of  the  motormen,  probably 
as  high  as  ninety  or  nintey-five  per  cent  of  them,  come  from  rural 
communities.  The  farmer  boy  who  is  used  to  working  long  hours 
is  better  adapted  to  the  work  than  any  other  class  of  worker. 
The  skill  required  is  largely  manipulative,  but  requires  the  keen 
eye,  the  good  hearing,  and  the  robust  physique  of  just  such  a  man 
as  can  be  developed  in  the  outdoor  atmosphere  of  the  country. 
A  little  mechanical  knowledge  backed  up  with  good  judgment, 
alertness,  and  carefulness  are  the  essential  requirements,  which 
can  be  learned  in  from  two  to  three  weeks,  although  it  takes  a 
year  to  become  efficient.  The  applicant  must  be  at  least  25  years 
of  age. 

Assistant  station  foreman.  The  day  and  night  station  foremen 
are  assisted  in  making  car  assignments  and  in  keeping  of  the  extra 
list  by  assistant  station  foremen,  who  take  charge  in  case  of  the 
absence  of  the  foreman.  These  men  are  chosen  at  random  since 


92  INDIANAPOLIS  VOCATIONAL  SURVEY 

the  position  pays  less  than  the  train  service.  Sometimes  a  train- 
man who  dislikes  outdoor  work  is  assigned  to  this  position  since  it 
is  a  steady  indoor  job  with  regular  hours. 

Car  shifter  and  car-shifter  helper.  These  workers  place  cars  in 
the  barns  according  to  route  assignment,  take  register  readings 
in  and  out,  replace  inspection  cars  from  tripper  to  regular  runs 
and  perform  other  miscellaneous  work.  The  men  holding  these 
jobs  are  pensioners  or  men  unable  to  perform  the  strenuous  opera- 
tions of  the  car  service. 

The  Mechanical  Department. 

Functions  and  occupations.  The  mechanical  department  cares 
for  the  repair  and  rebuilding  of  old  cars,  and  in  some  cases  builds 
such  miscellaneous  units  as  freight  trailers.  This  department 
maintains  448  city  cars  as  well  as  a  number  of  interurban  units 
belonging  to  the  Terre  Haute,  Indianapolis  and  Eastern  Traction 
Company. 

The  occupations  in  this  department  in  a  descending  scale  of 
importance  are  those  of  the  following  employees :  Master  mechanic ; 
assistant  master  mechanic;  foreman  of  general  shop;  foreman  of 
carpenter  shop;  foreman  of  paint  shop;  chief  car  inspector;  black- 
smith; machinist;  patternmaker;  carpenter;  painter;  armature 
winder;  tinsmith;  pipefitter;  wireman;  pitman;  brake  repairman; 
controllerman;  car  inspector;  pitman  helper;  blacksmith  helper; 
car  shifter;  car  cleaner;  car  washer;  car  sweeper;  and  laborer. 

Master  mechanic.  The  master  mechanic  and  his  assistant 
employ  the  men  in  the  shops,  rnake  promotions,  and  look  after  the 
working  conditions  and  educational  betterment  of  the  men. 

Foreman  of  the  general  shop.  This  foreman  supervises  the 
electrical  and  mechanical  repair  of  the  car  equipment,  including 
control,  motors,  trucks,  and  wiring. 

Blacksmith  and  blacksmith  helper.  The  blacksmith  and  his 
helper  perform  all  sorts  of  forging  and  welding  operations  on  the 
mechanical  parts  of  car  bodies  and  trucks.  They  straighten  bent 
parts,  and  forge  and  temper  hand  and  lathe  tools. 

Machine  operator  and  helper.  Turning,  boring,  milling,  drilling, 
planing,  and  other  miscellaneous  mechanical  operations  connected 
with  the  repair  and  renewal  of  trucks,  motors,  car  bodies,  and  other 
parts  peculiar  to  electric  railway  rolling  stock  constitute  the  work 
of  machine  operators  and  helpers.  This  work  embraces  the  boring 
and  turning  of  car  wheels  and  axles,  the  boring  of  axle  gears,  the 


FINDINGS  AS  TO  INDUSTRIES  93 

mounting  and  dismounting  of  wheels  and  gears  on  axles,  the  re- 
boring  of  compressor  cylinders,  the  fitting  of  pistons  and  rings,  the 
turning,  grinding  and  slotting  of  commutators,  the  turning  and 
fitting  of  armature  shafts,  the  boring  and  fitting  of  bearings,  the 
drilling  and  planing  of  truck  parts,  the  repairing  of  motor  brush 
holders,  and  the  drillings  and  fitting  necessary  on  the  assembling 
of  couplers,  fenders,  bolsters,  and  metal  parts  of  car  bodies.  The 
work  is  specialized,  although  some  men  do  a  variety  of  work. 

The  men  come  from  general  shops  as  a  rule,  although  some  start 
in  as  helpers.  A  number  of  men  in  the  present  employ  of  the 
company  have  been  with  the  company  from  five  to  twenty  years. 
Practically  all  of  the  employees  are  between  thirty  and  fifty  years 
of  age.  The  physical  and  mental  requirements  of  the  job  are 
about  the  same,  or  possibly  a  trifle  less  than  those  specified  for 
general  machinists.  Little,  if  any,  special  training  is  necessary 
after  the  workman  has  entered  the  industry,  since  the  operations 
can  be  learned  on  the  job. 

Armature  winder  and  helper.  The  work  of  armature  winders 
and  helpers  includes  making  coils  for  armatures  and  field,  and  the 
stripping,  winding,  tanding,  and  repairing  of  armatures. 

Armature  coils  are  wound  from  double  cotton  covered  magnet 
wire  on  suitable  forms  by  means  of  special  coil  winding  machines. 
The  coil  is  then  clipped  together  with  lead  clips  and  dipped  in  an 
air-drying  insulating  varnish.  After  the  varnish  sets,  the  lead 
clips  are  removed  and  the  coil  is  insulated  with  paper  and  other 
sheet  materials.  Cotton  sleeving  is  placed  on  the  leads,  the  con- 
necting ends  are  stripped  and  tinned,  and  lastly  the  coils  are  taped 
and  inspected.  The  ceil  is  then  dipped  in  insulating  varnish, 
after  having  been  heated  by  way  of  preparation,  and  is  finally 
baked  in  an  oven  from  six  to  eight  hours  at  212  degrees. 

The  process  of  field-coil  winding  consists  in  winding  magnet 
wire  or  copper  ribbon  on  suitable  forms  on  a  special  winding 
machine,  and  adding  sheet  insulation  between  the  layers.  Coil 
terminals  or  leads  are  then  attached  and  the  whole  is  taped  up 
and  the  coil  impregnated  with  oil  proof,  air-drying,  insulating 
varnish  by  the  vacuum  pre-heating  process. 

Armature  stripping  of  defective  windings  is  done  as  the  first 
step  in  rewinding.  The  bands  and  hoods  are  first  removed  and 
then  the  leads  are  disconnected  from  the  commutator,  after  which 
the  coils  are  stripped  from  the  slots  and  scraped  for  old  copper. 
Finally  the  core  is  cleaned  and  reinsulated,  and  the  slot  lamina- 
tions are  straightened  and  repaired. 


94  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  process  of  armature  winding  consists  in  laying  the  coils 
in  the  proper  slots,  reinforcing  the  slot  insulation,  soldering  the 
leads  to  the  commutator,  and  testing  for  shorts  and  grounds. 

The  banding  of  armatures  is  done  in  a  special  banding  lathe. 
Insulating  fibre  strips  are  first  applied;  the  dust  hoods  and  string 
bands  are  then  put  on;  and  lastly  the  strength  steel  bands  are 
wound  on,  clipped  down,  and  soldered  into  place.  After  this 
process  is  complete  the  armature  is  turned  over  to  a  machinist 
for  commutator  turning,  slotting  and  varnishing. 

The  various  processes  above  described  are  generally  entrusted 
to  men  who  have  specialized  along  certain  lines.  The  more  simple 
operations  of  coil  making,  stripping,  and  banding  are  done  by 
young  men  20  to  25  years  of  age,  while  the  winding  and  repairing 
of  armatures  is  taken  care  of  by  older  and  more  experienced  men. 

The  workers  must  be  physically  sound  as  they  must  stand  on 
their  feet  in  one  position  much  of  the  time.  The  trade  "tricks" 
used  in  manufacturing  plants  for  making  armatures  and  windings 
are  of  great  value  to  the  worker.  The  skill  required  is  both  manip- 
ulative and  technical,  and  cannot  be  acquired  in  less  than  from 
two  to  four  years  of  training. 

Tinsmith.  Repair  and  construction  work  on  the  sheet-metal 
parts  of  cars  and  buildings  is  entrusted  to  the  tinsmith.  Such 
work  includes  among  other  services,  the  putting  of  metal  sheathing 
on  car  body  sides,  the  installing  of  hot  air  heater  ducts,  and  the 
lining  of  sand  boxes  and  heater  smoke  jackets.  Owing  to  the 
diversity  of  the  work,  men  of  good  judgment  who  have  a  varied 
knowledge  of  the  different  car  parts  are  required.  A  good  phy- 
sique is  essential,  since  considerable  lifting  is  involved  in  the  work. 

Ability  to  read  blueprints  and  to  draft  sheet-metal  patterns, 
also,  is  of  practical  value. 

Pipefitter  and  helper.  These  workers  install  and  repair  hot 
water  heaters,  and  the  piping  and  hand  railings  in  cars.  They  care 
also  for  steam,  water,  gas,  and  air  piping  in  the  shop  buildings. 
The  work  demands  men  of  good  health,  with  a  thorough  knowledge 
of  pipefitting.  They  must  be  able  to  read  blueprints  and  should 
have  a  general  knowledge  of  all  car  parts.  The  skill  is  equally 
manipulative  and  technical. 

Welder.  Numerous  repairs  on  the  metal  parts  of  the  trucks, 
motors,  and  axles  are  made  by  the  welders.  The  oxy-acetylene 
welding  and  cutting  process  is  used, .  and  by  this  process  many 
metal  parts  of  the  cars  are  reclaimed  and  repaired,  instead  of  being 
consigned  to  the  scrap  heap.  Some  skill  is  necessary  in  aligning 


FINDINGS  AS  TO  INDUSTRIES  95 

the  broken  number  so  that  it  will  be  in  the  proper  place  after  the 
welding  is  done.  A  special  annealing  and  casehardening  furnace 
is  operated.  The  worker  is  required  to  be  an  all-around  handy 
man,  and  to  have  some  technical  knowledge  of  metals.  The  skill 
is  in  other  respects  largely  manipulative. 

Wireman  and  helper.  All  types  of  equipment  and  cars  are 
wired  by  these  workers,  who  must  be  able  to  interpret  and  execute 
the  circuit  diagrams  of  any  ordinary  jobs  of  wiring,  such  as  those 
relating  to  wiring  for  lights,  headlights,  lightning  arresters,  motors, 
electric  heaters,  rheostat  and  multiple  unit  controls.  They  must 
know  how  to  run  circuits,  and  how  to  run  wires  through  inacces- 
sible places — doing  the  work  economically,  without  back-tracking, 
and  conforming  in  every  case  to  the  standard  underwriters'  rules. 
The  work  involves,  also,  a  study  of  associated  employments  and 
operations.  The  wireman  in  mounting  a  switch,  for  example,  must 
know  its  exact  use,  who  is  to  use  it,  and  when  it  will  be  used,  in 
order  that  he  may  pick  out  the  best  location  for  it.  His  technical 
knowledge  should  be  sufficient  to  enable  him  to  deal  intelligently 
with  problems  that  arise  in  the  installation  of  headlights,  tail 
lights,  sign  lights,  signal  lights,  snap  lights,  knife  switches,  circuit 
breakers,  line  switch  fuses  (both  link,  ribbon,  and  cartridge), 
pump  governor  relays,  light  sockets,  and  locks. 

Although  the  construction  and  repair  work  is  varied  in  character, 
the  skill  demanded  is  largely  picked  up  on  the  job,  the  wireman 
starting  in  as  a  helper.  It  takes  from  two  to  three  years  to  master 
the  varied  duties  of  the  position. 

Pitman  and  helper.  The  pitman  attend  to  the  jacking  up  of 
car  bodies  and  to  the  removal  of  trucks,  motors,  motor  armatures, 
and  other  motor  parts.  Defective  and  worn-out  parts  are  removed 
and  conveyed  to  and  from  the  repair  division,  and  new  parts  are 
substituted  for  the  worn  as  needed.  The  necessary  shifting  of 
cars  to  and  from  the  general  shop  division  also  is  handled  by  these 
men. 

The  work  involves  heavy  lifting,  but  requires  little  accurate 
manipulative  skill.  The  workmen  have  opportunity  to  discover 
defects  in  trucks,  wheel  and  motors,  which  can  be  discovered  only 
in  the  pit,  hence  the  alert  pitman  renders  valuable  service  to  the 
company  in  forseeing  and  prevents  service  "break-downs"  and 
accidents. 

Brake  repairman.  Overhauling  and  repairing  of  airbrake 
equipment  is  the  principal  employment  of  the  brake  repairman. 
He  is,  however,  often  called  upon  to  handle  trouble  with  the  hand 


96  INDIANAPOLIS  VOCATIONAL  SURVEY 

brake  rigging,  although  this  is  largely  managed  by  the  car  in- 
spector and  the  pitmen.  The  airbrake  work  includes  removal, 
repair  and  installation  of  compressors,  governors,  brake  cylinders, 
motorman's  brake  valves,  triple  valves,  feed  valves,  and  safety 
valves.  The  brake  repairman  tests,  recalibrates,  and  installs 
air  gauges,  and  does  some  air  piping,  and  some  repair  work  on  air 
piping.  The  worker  needs  to  know  the  purpose  of  each  valve  and 
of  each  valve  part,  in  order  to  determine  intelligently  just  what 
shall  be  done  when  certain  symptoms  develop.  Airbrake  trouble 
is  exceedingly  elusive  in  its  character,  and  long  experience  in 
operating  and  repairing  the  equipment  is  needed  to  analyze  brake 
trouble  from  the  information  on  a  motorman's  report.  It  requires 
from  two  to  three  years  to  become  efficient  at  this  job. 

Controller  man.  The  controller  men  take  care  of  the  repairing 
and  general  overhauling  of  platform  and  switch  controllers,  of  car 
circuit  breakers,  and  of  the  storage  batteries  used  in  the  electro- 
pneumatic  multiple  control  systems.  They  oil  bearings,  grease 
segments,  file  rough  fingers  and  segments,  and  replace  worn  con- 
troller handles. 

A  general  overhauling  is  given  the  cars  each  fall  and  spring 
when  the  summer  car  bodies  are  taken  out  or  put  in  service.  At 
these  times,  the  controller  is  gone  over  thoroughly,  controller  and 
reverse  drums  are  inspected  and  repaired,  wiring  is  checked  for 
insulation  defects,  new  segments  and  fingers  put  in,  and  the 
interior  surfaced  with  air-drying  insulating  varnish. 

Carpenter  shop  foreman.  This  foreman  supervises  the  repair- 
ing, renewing,  and  general  overhauling  of  all  wooden  and  metal 
parts  of  car  bodies,  and  of  the  interior  and  exterior  finishing.  He 
must  be  a  good  executive  and  an  accurate  workman. 

Patternmaker.  The  wooden  and  metal  patterns  used  in  cast- 
ing repair  parts,  parts  in  newly  designed  equipment,  seat  castings, 
ventilator  accessories,  and  the  like  are  made  and  repaired  by  pat- 
tern makers.  This  work  includes  a  wide  range  of  detail.  Upon 
occasion  the  patternmaker  has  charge  of  the  maintenance  and 
repair  of  fare  registers.  A  high  degree  of  skill  and  special  initiative 
is  necessary  to  handle  the  work.  It  takes  a  patternmaker  several 
months  to  get  in  line  with  the  special  features  of  the  railway 
requirements. 

Carpenter  and  helper.  The  carpenter's  work  embraces  all 
kinds  of  woodworking,  such  as  repairing  roofs,  floors,  platforms, 
car  bodies,  windows,  seats,  grab  handles,  railings,  curtains,  straps, 
steps,  signs,  sanders,  doors,  fenders,  corner  posts,  window  posts, 


FINDINGS  AS  TO  INDUSTRIES  97 

floor  beams,  and  roof  arches.  Certain  men  specialize  on  certain 
parts,  a  much  higher  degree  of  skill  being  required  for  framing  and 
joinery  than  for  ordinary  repairing.  Others  are  detailed  to  handle, 
at  the  barns,  routine  repairs  to  curtains,  seats,  grab  handles,  brok- 
en windows,  steps,  doors,  and  various  fixtures,  thus  eliminating 
the  necessity  of  sending  this  type  of  defective  car  to  the  shops. 
Carpenters  are  used  also  in  the  general  maintenance  work  of  the  car 
shops  and  other  buildings.  A  coach  carpenter  performs  a  highly 
specialized  line  of  work,  and  while  the  men  in  this  work  do  not 
average  as  high  a  wage-rate  per  hour  as  is  paid  in  the  building 
trades,  still  the  work  is  steady  and  the  total  annual  wage  is  in  most 
cases  greater  than  that  of  the  average  carpenter  in  the  building 
trades.  This  explains  why  so  many  of  the  men  stay  permanently 
with  the  railway  shop,  thus  reducing  the  annual  turn-over  of 
help. 

Woodworking  machine  operator.  These  workers  operate  and 
have  charge  of  the  various  power  machines  in  the  carpenter  shop, 
such  as  planers,  jointers,  saws — rip,  cross,  band  and  jig — mortisers, 
drill  presses,  and  shapers.  Practically  all  of  the  lumber  used  in 
car  building  has  to  go  through  some  process  involving  the  use  of 
one  or  more  of  these  machines.  Thousands  of  feet  of  moulding, 
beading,  tongue  and  grooving,  planing,  and  sawing  are  put  out 
each  year  in  the  regular  repair  and  maintenance  of  the  cars.  The 
work  involves  both  light  and  heavy  labor,  and  the  setting  of  the 
machines  for  the  finer  classes  of  work  requires  a  rather  high  degree 
of  skill.  Woodworking  is  highly  specialized,  and  several  months 
are  required  to  master  the  special  operations. 

Paint  shop  foreman.  The  paint  shop  foreman  is  in  active 
charge  of  the  car  painting.  He  looks  after  all  of  the  details  of  the 
work  from  preparing  the  surface  down  to  the  actual  finishing,  and 
hence  must  have  had  actual  experience  in  all  phases  of  the  work 
and  should  have  had  a  general  experience  with  different  companies 
so  as  to  know  the  various  trade  methods  used  elsewhere. 

Painter.  The  work  of  the  painter  in  this  industry  includes 
priming,  surfacing,  and  applying  color  and  varnish  coats  to  both 
wood  and  metal  surfaces  and  on  the  interior  and  exterior  surfaces 
of  the  cars.  Specialization  obtains  to  a  considerable  degree. 
The  rougher  work  of  priming  and  surfacing,  and  of  painting  trucks, 
floors,  and  roofs  is  handled  by  the  less  experienced  workmen,  while 
such  detail  work  as  repainting  and  revarnishing  window  sashes 
and  car  signs,  striping,  lettering,  and  ornamentation  is  handled 
by  skilled  workmen.  A  mixer  mixes  and  distributes  all  painting 

6647—7 


98  INDIANAPOLIS  VOCATIONAL  SURVEY 

materials,  and  is  responsible  for  their  working  consistency.  The 
nature  of  car  painting  is  such  that  quite  often,  the  more  highly 
skilled  men  may  have  to  do  some  of  the  rough  work,  but  this 
happens  seldom  and  is  only  done  to  keep  the  men  busy. 

Car  cleaner.  Car  cleaners  prepare  the  wooden  and  metal 
surfaces  for  the  painters.  The  old  paint  and  varnish  are  removed 
by  a  liquid  solvent  consisting  mainly  of  benzol — a  coal  tar  product 
and  called  in  the  trade  "paint  and  varnish  remover."  The  solvent 
is  applied  thoroughly  with  a  brush,  and  allowed  to  stand  a  few 
minutes.  The  paint  and  varnish  can  then  be  scraped  and  rubbed 
off  very  easily.  The  surface  is  cleaned  and  freed  from  any  dirt  or 
paint  particles  by  washing  down  with  benzine  or  gasoline.  The 
entire  process  requires  little  skill  and  no  previous  training.  The 
new  workers  are  picked  from  common  laborers. 

Chief  and  head  car  inspectors.  The  chief  and  head  car  inspect- 
ors have  charge  of  the  routine  of  light  inspection  and  repair  of 
cars.  This  work  is  done  at  four  special  barns  according  to  a  ro- 
tating weekly  schedule.  The  position  calls  for  executive  and 
organizing  ability,  and  for  highly-developed  and  special  skill  in 
detecting  defects.  It  is  held  by  men  promoted  from  the  position 
of  car  inspector. 

Car  inspector.  This  position  is  one  of  considerable  responsi- 
bility, involving  a  wide  range  of  duties.  The  car  inspector  must 
know  the  function  of  every  part  of  the  car,  and  have  a  working 
knowledge  of  it.  He  has  also  to  differentiate  between  light  and 
heavy  repairs,  since  the  latter  are  taken  care  of  by  the  general 
shop.  The  work  in  detail  consists  in  the  systematic  inspection 
and  light  repair  of  all  parts  of  the  car  equipment,  including  motors, 
control,  air  and  hand  brake  equipment,  and  rigging,  steps,  running 
boards,  grab  handles,  floors,  windows,  seats,  fenders,  couplers, 
registers  and  appliances,  signal  bells,  lights,  signs,  heaters,  switches 
and  trolleys.  The  repair  work  is  limited  to  such  facilities  as  are 
provided  by  the  barn,  and  consists  mainly  in  the  replacement  of 
brake  shoes,  brake  gear  parts,  bolts  and  journal  bearings  of  trucks, 
brushes,  brush  holds,  frame  leads  of  motors,  segments,  contact 
fingers,  blow-out  coils  and  other  parts  of  controllers  and  circuit 
breakers;  minor  repairs  to  the  motor  driven  air  compressors, 
governors,  and  motorman's  brake  valves;  the  renewal  of  parts 
of  the  trolley  bases;  the  installation  of  new  poles,  harps,  and  wheels; 
minor  repairs  to  fenders,  couplers,  seats,  register  appliances  and 
heaters;  the  replacement  of  broken  glass  in  doors  and  windows; 
and  the  lubrication  of  truck,  motor  and  compressor  bearings. 


FINDINGS  AS  TO  INDUSTRIES  99 

The  numerous  operations  are  sub-divided  among  the  men, 
certain  groups  specializing  on  one  set  of  operations  and  other 
groups  on  other  operations.  A  rotating  inspection  schedule  is  in 
effect,  so  that  every  service  car  is  inspected  on  a  certain  assigned 
day  each  week,  most  of  the  work  being  done  during  the  day. 
This  rotating  schedule  is  carried  out  most  economically  by  placing 
the  inspection  cars  for  any  one  day  on  the  "tripper"  or  "pull-in" 
runs.  These  runs  come  in  to  the  barn  about  8  or  9  a.  m.  and  do 
not  go  out  again  until  late  in  the  afternoon,  thus  allowing  plenty 
of  time  to  go  over  the  car  and  its  equipment. 

The  night  inspection  force  is  very  small  and  is  concerned 
chiefly  with  the  lubricating  operations  mentioned  above. 

Each  barn  carries  a  stock  of  repair  parts  for  renewals  and  all 
defective  pieces  are  sent  to  the  shops  for  repair.  At  all  the  barns, 
emergency  relief  cars  are  held  in  readiness  for  instant  service  in 
case  of  derailments,  split  switches,  collisions,  and  other  accidents 
involving  the  disabling  of  cars.  These  relief  cars  are  equipped  with 
jacks,  ropes,  blocks  and  replacers,  and  are  manned  by  two  car 
inspectors  when  a  call  comes  in  for  assistance. 

The  car  inspector  holds  a  place  of  great  importance  in  the 
company's  organization.  It  is  through  the  alertness,  carefulness, 
and  good  judgment  of  efficient  men  that  the  shop  repair  work  is 
greatly  reduced  and  accidents  prevented.  For  example,  the  car 
inspector  tests  the  clearance  (dalled  air  gap)  betwee  a  motor 
ar  ature  and  field.  The  clearance  gradually  gets  less  on  the  under 
s  de  o  the  armature  due  to  wear  in  the  bearings  and  if  the  bearing 
is  not  renewed  at  the  right  time,  the  armature  core 'and  winding 
will  stirke  the  pole  pieces  and  be  badly  damaged.  On  the  other 
hand,  a  renewal  of  a  bearing  before  it  is  necessary  increases  the 
operating  cost.  Thus  it  is  seen  that  the  inspector  must  know  the 
danger  point  in  wear  for  the  various  car  parts  in  his  charge,  and 
this  in  the  face  of  adverse  criticisms  which  are  often  made  by  the 
motormen  and  conductors. 

The  work  is  both  technical  and  manipulative,  although  a  high 
degree  of  manipulative  skill  is  not  required,  since  heavy  repair 
work  is  not  done.  From  one  to  five  years'  experience  is  required 
for  the  development  of  full  efficiency. 

Car  shifter  and  helper.  Car  shifters  and  helpers  attend  to  the 
shop  cars  only.  Shop  cars  include  such  as  have  defects  for  which 
no  provision  for  repair  has  been  made  at  the  various  barns.  The 
car  shifters  take  such  cars  to  the  shops  from  the  various  barns, 
and  return  other  cars  which  have  been  overhauled  and  repaired. 


100  INDIANAPOLIS  VOCATIONAL  SURVEY 

These  men  have  generally  been  promoted  from  the  ranks  of  the 
car  washers.  The  car  shifter  acts  as  motorman  and  the  helper 
as  conductor  or  trolley  tender  on  all  trips.  Only  three  or  four 
months  are  necessary  to  learn  to  do  this  work. 

Car  cleaners.  Car  cleaning  includes  sweeping  and  mopping 
floors;  cleaning  seats,  window  sill  caps,  hand  straps,  and  glass  in 
windows  and  doors;  and  washing  of  the  outside  of  car  bodies. 
This  work  is  done  on  a  regular  weekly  schedule.  Ordinary  labor- 
ers handle  the  work.  It  can  be  learned  in  two  or  three  days. 
The  rate  of  labor  turn-over  in  this  department  is  more  than  100 
per  cent  annually.  However,  there  is  an  opportunity  for  the  handy 
man  to  work  up  to  car  shifter  and  thence  to  car  inspector. 

Laborer.  Rough  lumber  is  carried  by  laborers  to  and  from  the 
storage  sheds,  the  drykiln,  and  the  shops.  Laborers  care  for  the 
oil  house,  their  duties  including  the  saturation  and  drainage  of 
packing  waste  and  the  filling  of  oil  tanks  and  cans.  They  attend 
to  the  sweeping  of  the  shop  and  dispose  of  rubbish,  sorting  scrap 
materials  and  the  like. 

The  Track  Department. 

Functions  and  occupations.  The  track  department  maintains 
and  rebuilds  the  track,  and  constructs  extensions. 

The  employees  in  this  division  classified  according  to  occupa- 
tion are  the  following:  Chief  engineer;  superintendent;  general 
foreman  of  the  machine  and  tool  department;  superintendent  of 
paving;  supervisor  of  construction;  trainmaster;  general  foreman 
of  maintenance;  foreman;  bonding  foreman;  blacksmith;  hoisting 
engineers;  motorman;  welders;  switch  repairmen;  cranemen; 
yard  clerks;  grinder;  and  laborers. 

The  chief  engineer  and  the  superintendent.  The  engineer  and 
the  superintendent  study  track  layouts,  make  track  extensions, 
install  special  work,  and  maintain  all  tracks  and  turnouts.  The 
employment  of  men  is  left  largely  to  the  foremen. 

General  foreman  of  the  machine  and  tool  department.  This  fore- 
man handles  the  shop  repair  of  various  tools,  track  grinders, 
welders,  hoisting  engines,  steam  shovels,  and  tractors.  He  has 
to  qualify  as  a  first-class  steam  engineer. 

Blacksmith  and  helper.  The  blacksmith  sharpens  and  repairs 
track  tools,  and  welds  broken  parts.  The  qualifications  for  this 
work  are  essentially  the  same  as  for  blacksmithing  in  the  shop 
department. 


FINDINGS  AS  TO  INDUSTRIES  101 

Hoisting  engineer  and  craneman.  The  hoists,  electric  shovels, 
crane,  buckets  and  gravel  boat  at  the  company's  gravel  pit  and  at 
points  where  construction  work  is  in  progress  are  handled  by  the 
hoisting  engineers  and  cranemen.  The  work  involves  a  knowledge 
of  steam  engines  and  boilers,  and  some  skill  in  their  operation. 
Hence  several  years  are  required  to  learn  the  occupation  in  its 
many  details. 

Superintendent  of  paving  and  paving  foreman.  These  men  have 
charge  of  all  paving  between  rails  and  an  18  inch  strip  on  the  outside 
of  the  rails.  They  must  understand  the  qualities  of  various  ma- 
terials, such  as  brick,  sand,  gravel,  cement,  and  asphalt,  and  be 
thoroughly  conversant  with  the  various  processes  used  in  making 
foundations,  and  in  the  laying  of  pavement. 

Paver  and  laborer.  Under  direction  of  the  foreman,  the  pavers 
lay  the  brick,  the  laborers  bring  up  materials  as  needed.  The 
entire  set  of  operations  is  very  simple  and  can  be  learned  in  a  few 
hours.  For  workmen  who  show  exceptional  capacity  at  the  work, 
there  is  opportunity  for  promotion  to  the  position  of  foreman. 

Supervisor  of  construction.  Active  charge  of  building  new 
track  and  of  making  renewals  is  entrusted  to  the  supervisor  of 
construction. 

Foreman.  Foremen  have  in  charge  the  respective  section 
gangs,  and  direct  the  hauling,  the  unloading,  and  the  disposal  of 
materials  used  in  track  work.  They  must  be  familiar  with  methods 
of  roadbed  construction  under  various  conditions;  with  the  char- 
acteristics of  different  kinds  of  soil  and  ballasts,  must  be  able  to 
direct  the  work  of  paving,  and  the  placing  of  ties,  fish  plates,  angles 
guard  rails,  tie  rods  and  bonding. 

Track  man.  The  manual  labor  involved  in  grading,  disposal  of 
ballasts,  placing  of  ties,  rails,  gauging  a-nd  spiking,  tamping,  and 
concreting  around  ties,  surfacing,  lining  up  and  straightening  of 
track,  bending  rails  is  performed  by  the  track  men.  The  prime 
requisite  for  this  work  is  physical  strength,  especially  a  strong 
back.  After  several  years  of  general  track  experience,  an  efficient 
track  man  may  be  promoted  to  the  position  of  foreman. 

Trainmaster.  The  trainmaster  supervises  and  the  motormen 
and  trolleymen  operate  the  work  cars  and  trains  to  and  from  the 
store  yards  and  localities  where  track  work  is  being  done.  The 
work  involves  a  knowledge  of  car  operation  such  as  is  required  by 
motormen  and  conductors,  except  that  the  work  trains  do  not 
handle  passengers.  The  same  rules  of  safety,  and  the  same  methods 
of  handlingthe  equipment  are  in  force.  The  motormen  are  general  ly 


102  INDIANAPOLIS  VOCATIONAL  SURVEY 

transferred  from  the  operating  department,  but  the  trolleymen 
are  common  laborers.  • 

General  foreman  of  maintenance.  This  foreman  is  in  charge  of 
track  repairs,  and  renewals. 

Track  foreman  and  laborer.  These  employees  have  essentially 
the  same  duties  as  the  construction  foremen  and  laborers. 

Machine  welder  and  helper.  The  machine  welders  and  helpers 
operate  the  electric  welding  machines  in  making  repairs  to  low 
joints,  switch  points,  work-frogs,  and  crossings.  The  process  is 
a  simple  one,  and  is  dependent  upon  the  fact  that  the  running  rails 
are  brought  in  to  the  circuit.  Current  is  taken  from  the  trolley, 
run  through  a  rheostat'c  res  stance  to  reduce  its  intensity,  and 
from  this  to  the  electrode  of  the  operator.  This  electrode  is  held 
in  an  insulated  handle,  and  is  co'mposed  of  the  particular  kind  of 
iron  to  be  used  in  building  up  the  worn  part.  Men  learn  to  do  this 
work  in  a  comparatively  short  time.  They  are  usually  taken 
from  the  ranks  of  the  laborers  who  have  had  several  months  or  a 
year  of  general  experience. 

Machine  grinder.  This  workman  operates  a  track  grinder  for 
surfacing  down  high  spots  raised  by  the  electric  welding  process. 
The  grinding  is  done  automatically  by  electric  motor  power,  the 
current  being  taken  from  the  trolley.  It  is  done  largely  at  ight 
to  avoid  interference  from  traffic.  Owing  to  its  extreme  simplicity 
the  work  can  be  performed  by  an  ordinary  track  laborer. 

Switch  repairman.  Inspection  of  and  repairs  to  switches, 
fastening  in  hard  centers  to  special  cross-overs  and  other  similar 
work  is  entrusted  to  the  switch  repairmen,  who  generally  work 
singly  and  have  their  own  horses  and  wagons  for  hauling  materials. 
These  men  also  are  promoted  from  among  the  ordinary  track 
laborers. 

Curve  cleaner.  Curve  cleaners  sweep  out  flangways  with 
special  fiber  brooms  and  grease  curves.  The  work  is  light  and 
no  skill  is  necessary. 

Night  watchmen.  These  workmen  place  red  lights  on  excava- 
tions at  night,  and  fill  and  trim  the  lamps  each  day.  The  work 
is  easy  and  requires  no  skill. 

Yard  and  store  clerks.  Yard  and  store  clerks  check  in  and  out 
all  track  and  roadway  materials.  It  is  through  the  reports  of 
these  men  concerning  the  distribution  of  materials  that  charges 
can  be  made  to  maintenance  and  construction..  The  work  re- 
quires only  a  common-school  education  sufficient  to  enable  the 
men  to  make  the  necessary  reports  and  to  fill  requisitions  intelli- 
gently. Some  of  the  laborers  in  this  department  are  colored. 


FINDINGS  AS  TO  INDUSTRIES  103 

The  Overhead  Department. 

Functions  and  occupations.  This  department  deals  with  the 
maintenance  and  construction  of  trolley  feeders,  high  tension 
distributing  lines,  and  rail  bonding. 

The  occupations  in  a  descending  scale  of  importance  are  those 
of  the  following  employees:  Superintendent;  construction  fore- 
men; bonding  foremen;  linemen;  groundmen;  drivers;  storekeeper. 

Superintendent.  The  superintendent  employs  the  men  and 
makes  promotions. 

Line  foreman.  These  foremen  are  responsible  for  their  re- 
spective gangs,  wagons,  and  auto  trucks;  and  for  the  proper  dis- 
posal of  poles,  cable,  trolley  wire,  and  other  materials  used. 
They  are  required  to  lay  out  the  trolley  and  feeder  system  accord- 
ing to  blueprints  furnished  by  the  engineering  department.  They 
must  be  familiar  with  safety  rules;  must  have  a  practical  knowl- 
edge of  simple  electric  circuits,  of  high  and  low  voltage,  of  light- 
ning arrester  protection,  and  of  ground  wiring.  Besides  this 
elementary  technical  knowledge,  the  line  foreman  must  have  a 
practical  experience  which  will  enable  him  to  direct  the  work  of 
pole  digging,  designating  the  proper  depth  of  hole  for  soil.  Upon 
him  rests  the  responsibility,  also,  for  the  proper  disposal  of  cross- 
arms,  the  arrangement  of  branch  circuits,  and  the  string  of  wires. 
Finally  he  must  be  familiar  with  the  underwriter's  code  as  it 
affects  street  railway  work. 

The  job  is  always  filled  from  among  the  linemen,  in  order  to 
get  men  familiar  with  the  local  lay-out. 

Lineman.  The  linemen  follow  the  specified  instructions  of 
the  foremen  in  carrying  out  the  line  construction  operations  as 
noted  above.  Emergency  linemen  handle  trouble  out  on  the  line, 
repairing  in  case  of  trolley  breaks,  grounds,  and  short-circuits, 
and  resetting  poles  over-turned  during  sleet  or  electrical  storms. 

Groundman.  These  workmen  attend  to  the  disposition  of 
poles,  trolley  wire,  feeder  cables,  cross-arms,  brackets,  insulators, 
and  all  other  line  materials.  They  dig  holes,  carry  tools,  and 
assist  the  linemen  in  other  ways.  Their  work  is  considered  com- 
mon unskilled  labor. 

Driver.  The  drivers  take  care  of  their  respective  emergency 
auto  trucks  or  construction  wagons  and  horses  as  the  case  may  be. 
One  to  three  weeks  is  sufficient  to  learn  to  do  the  work  required 
of  them. 

Bonding  man  and  helper.  These  men  drill  and  punch  holes  in 
rails  for  bonds,  and  install  the  bonds.  They  also  test  joints  for 
defective  bonds.  The  work  requires  a  great  deal  of  care  to  se- 


104  INDIANAPOLIS  VOCATIONAL  SURVEY 

cure  perfect  contacts,  thus  preventing  electrolysis  of  water  and 
gas1  pipes  in  the  vicinity. 

Storekeeper  and  helper.  The  storekeeper  takes  care  of  all  line 
materials,  checking  the  same  in  and  out,  so  that  an  accurate  cost 
record  may  be  kept. 

The  Power  Department. 

Functions  and  occupations.  The  power  department  generates 
the  electrical  power  necessary  for  driving  the  street  and  interurban 
cars  inside  the  city  limits.  The  company  has  two  plants  on 
White  river,  one  at  W.  Washington  street  near  the  car  barns  and 
repair  shops,  and  the  other  at  W.  10th  street.  At  W.  Washington 
the  equipment  consists  of  two  1,500  kilowatts  alternating  current 
turbogenerators  and  their  rotary  converters  and  several  smaller 
direct  current  units  driven  by  reciprocating  engines,  making  a 
total  of  8,900  kilowatts  possible.  This  plant  is  used  chiefly  as 
an  auxiliary  power  station  to  help  carry  the  load  during  the  busiest 
hours  of  the  day.  The  equipment  at  W.  10th  street  consists  of 
two  10,000  kilowatts,  13,000  volt  alternating  turbogenerators, 
the  voltage  being  reduced  to  the  three  rotary  converters,  where 
it  is  converted  from  alternating  current  into  direct  current  for 
distribution  to  the  trolleys.  This  plant  carries  most  of  the  load 
and  is  kept  in  constant  operation. 

The  occupations  in  this  division  in  a  descending  scale  of 
importance  are  those  of  the  following  employees:  Chief  engineer; 
operating  engineers;  electrical  repairmen;  repair  machinist; 
turbinemen;  water  tenders;  oilers;  firemen;  boiler  washer;  and 
cranemen. 

Chief  engineer.  The  chief  engineer  is  in  charge  of  the  two 
power  stations  and  their  equipment,  and  of  the  men  employed  in 
the  operation  of  this  equipment.  His  duties  are  largely  technical, 
and  embrace  an  analysis  of  the  loading  of  units  upon  which  to 
base  recommendations  for  increasing  the  capacity  of  the  plants. 
He  must  be  an  expert  in  the  handling  of  equipment  and  efficient 
in  managing  men. 

Chief  operating  engineer.  This  engineer  supervises  the  plant 
and  its  operation,  and  employs  all  of  the  men  under  his  charge. 
He  starts  and  stops  the  engines,  generators,  condensers,  and  all 
other  equipment.  He  supervises  all  repairs  on  reciprocating 
engines,  turbines,  condensers,  air  compressors,  and  all  other 
electrical  equipment.  This  position  requires  men  of  considerable 


FINDINGS  AS  TO  INDUSTRIES  105 

executive  ability,  with  training  in  the  operation  of  boilers,  stokers, 
turbines,  reciprocating  engines,  condensers,  air  compressors, 
dynamo,  motors,  and  switchboards.  They  must  have  a  detailed 
knowledge  of  plant  operation,  which  is  best  acquired  by  working 
on  all  the  jobs  about  the  plant. 

Turbineman.  The  work  of  this  employee  consists  principally 
in  starting,  stopping,  caring  for,  and  making  minor  repairs  on  the 
turbogenerators,  and  involving  practically  the  same  service  as 
that  required  of  the  engineer.  For  this  position  men  are  usually 
developed  through  experience  in  other  lines  of  power-station  work, 
and  only  men  who  are  alert  and  have  ability  to  master  plant 
details  become  eligible  for  this  job. 

Water  tender.  The  water  tender  is  in  full  charge  of  the  boiler 
room,  reporting  directly  to  the  engineer.  His  immediate  duties 
are- to  keep  the  boilers  properly  filled  with  water,  and  the  fires  in 
good  shape.  To  him  is  entrusted  the  general  direction  of  boiler- 
room  operation.  His  work  requires  a  knowledge  of  boiler  con- 
struction, of  the  operation  of  pumps  and  stokers,  of  the  qualities 
of  coal  and  water,  and  of  the  methods  of  insuring  safety  on  boiler 
room  operation.  He  has  usually  come  into  his  job  by  promotion 
after  service  as  either  an  oiler  or  a  fireman. 

Switchboard  operator.  These  workers  operate  the  electrical 
switchboard,  watching  the  development  of  the  load  at  all  times 
and  distributing  it  as  occasion  demands.  They  must  see  that  the 
voltage  is  properly  maintained  by  the  manipulation  of  switches  and 
rheostats.  They  reset  "blown-out"  circuit  breakers,  and  keep  a 
record  of  load  conditions  at  stated  intervals.  This  work  must  be 
in  the  charge  of  a  man  who  understands  the  operative  principles 
of  motors,  generators,  and  steam  engines.  He  must  be  able  to 
read  and  interpret  meters,  and  to  handle  emergencies  in  the  case 
of  overloads  and  electric  storms.  Although  he  can  learn  the 
manipulation  of  the  switchboard  apparatus  in  a  few  months,  he 
should  be  a  student  of  electrical  problems. 

Electrical  repairman.  This  worker  makes  all  repairs  to  the 
electrical  equipment  of  the  power  plant  and  buildings.  He  must 
be  able  to  locate  trouble,  to  replace  burnt  and  broken  armature 
coils  in  generators,  and  to  repair  the  switchboard  apparatus  and 
all  kinds  of  electrical  circuits  in  and  about  the  plant.  He  should 
have  had  a  wide  experience  in  electrical  work  along  repair  lines, 
should  have  a  practical  knowledge  of  light  and  power  circuits, 
including  their  installation,  and  should  have  had  some  switch- 
board experience  since  men  in  this  position  are  often  called  in  to 


106  INDIANAPOLIS  VOCATIONAL  SURVEY 

operate  the  switchboard  during  the  absence  of  the  switchboard 
operators. 

Repair  machinist.  The  repair  machinist  does  such  repairing 
as  may  be  required.  He  must  be  experienced  in  the  work  of  dis- 
mantling and  assembling  turbines,  engines,  generators,  rotary 
converters,  pumps,  and  other  station  equipment.  This  position 
requires  a  very  high  degree  of  skill  and  experience. 

Oiler.  The  duties  of  the  oiler  embrace  the  proper  oiling  of 
engines,  generators,  driving  shaft  bearings,  and  auxiliary  equip- 
ment; the  wiping  and  polishing  of  various  parts  of  engines,  and 
any  other  work  assigned  to  him  from  time  to  time  by  the  engineer 
or  the  turbine  man.  He  should  know  something  of  the  qualities 
of  the  different  kinds  of  oils,  greases,  and  other  lubricants.  Such 
information  and  experience  as  is  required  can  be  acquired  on  the 
job  in  four  or  five  months. 

Fireman.  The  duty  of  the  fireman  is  to  keep  the  fires  in  proper 
condition,  but  he  may  be  directed  to  do  other  work.  He  watches 
and  operates  the  stokers  by  the  water  tender.  An  ordinary  degree 
of  intelligence  and  a  good  physique  is  required.  Practical  effi- 
ciency can  be  acquired  only  by  working  on  the  job  for  a  period  of 
approximately  six  months.  The  fireman  is  usually  promoted 
from  the  position  or  of  power-house  laborer. 

Boiler  washer.  This  worker  cleans  the  flues  and  drums  with 
boiler  compound,  removing  all  rust  and  scale.  Such  work  as 
valve  packing  and  minor  steam  pipe  repairs  are  also  handled  by 
this  man.  Men  for  this  line  of  work  are  usually  selected  from  the 
plant  laborers  and  learn  to  do  the  work  in  from  two  to  three  months. 

Craneman.  The  craneman  operates  the  overhead  traveling 
crane  in  the  power  house  and  assists  in  overhauling  the  power 
apparatus.  This  work  can  be  mastered  in  four  or  five  weeks, 
but  a  man  to  fill  this  position  efficiently  must  be  alert,  and  at  all 
times  extremely  careful. 

Power-station  laborer.  Power-house  laborers  may  be  put  at 
any  one  of  several  unskilled  jobs  by  the  direction  of  the  engineer, 
and  may  be  shifted  from  one  to  another  of  these  jobs  as  necessity 
requires,  although  when  put  to  one  line  of  work  they  are  usually 
kept  at  it  till  promoted.  These  workers  handle  and  crush  coal; 
remove  ashes;  run  the  freight  elevators;  act  as  janitors  and  watch- 
men; wash  boilers;  assist  in  moving  machines,  and  in  other  work 
as  called  upon  by  the  various  power-house  employees  and  fore- 
men. They  are  hired  at  the  shop  door  with  no  questions  asked. 

Summary.     A  study  of  the  platform  employees  of  the  trans- 


FINDINGS  AS  TO  INDUSTRIES  107 

portation  department  seems  to  indicate  a  lack  of  general  knowl- 
edge, together  with  little  or  no  knowledge  of  the  technical  features 
of  car  operation.  Much  could  be  done  in  the  way  of  teaching 
motormen  how  to  handle  a  controller  so  as  to  avoid  excessive 
power  consumption,  the  burning  of  contacts,  and  jerky  starts, 
and  how  to  operate  the  brakes  so  as  to  economize  air,  and  at  the 
same  time  insure  smoother  stops.  Standard  airbrake  practice  as 
laid  down  in  the  Westinghouse  Airbrake  Company's  book  of 
instructions  is  not  generally  observed.  The  much  needed  instruc- 
tion along  these  lines  could  be  given  in  the  company's  shops,  on 
the  cars  in  service,  and  in  a  special  school  car. 

The  wage  scale  per  hour  in  a  majority  of  cases  is  lower  than 
for  the  same  class  of  work  in  other  industries,  but  the  steadiness  of 
employment  and  the  nature  of  the  work  in  some  degree  offsets 
this,  as  is  attested  by  the  fact  that  many  of  the  employees  have 
had  a  long  term  of  service  with  the  company. 

The  working  conditions  are  good.  Both  power-house  plants 
are  specially  equipped  for  the  comfort  and  the  health  of  the  men. 
All  car  barns  and  repair  shops  are  provided  with  individual 
lockers  for  the  workers,  wash  stands,  and  lavatories.  A  systematic 
campaign  for  "safety  first"  was  in  evidence  in  all  shops,  and 
placards  of  warning  against  mechanical  hazards  are  freely  used. 

While  the  electrical  railway  industry  is  comparatively  young, 
its  development  has  been  sufficient  to  make  clear  certain  specific 
needs  in  the  way  of  vocational  training. 

The  employees  in  the  power  house,  shops,  track  and  overhead 
departments  need  to  know  more  about  electricity,  and  about  the 
operation  and  repair  of  electrical  machines.  Along  these  lines 
contact  with  the  public  school  curriculum  can  be  established. 
As  yet  no  requirements  for  entrance  into  the  several  occupations 
and  trades  are  enforced,  and  under  present  conditions  it  would 
seem  that  in  so  far  as  the  school  is  to  serve,  it  must  be  through 
some  scheme  of  evening  school  extension  work. 

IX.     THE  BUILDING  TRADES. 

In  the  twelve  months  ending  October  30,  1916,  6,823  building 
permits  were  issued  in  Indianapolis,  representing  an  aggregate 
value  of  building  under  permits  amounting  to  $9,435,518.  The 
number  of  permits  issued  in  the  calendar  year  1915  was  6,177, 
representing  an  aggregate  value  of  $7,083,642.  These  figures 
indicate  a  marked  increase  in  the  amount  of  building  construction 
in  the  past  year. 


108  INDIANAPOLIS  VOCATIONAL  SURVEY 

As  in  the  survey  of  other  industrial  activities  of  the  city, 
productive  processes  have  been  analyzed  in  the  survey  of  the 
building  trades  primarily  as  industrial  processes,  the  occupational 
analyses  written  from  the  point  of  view  of  the  individual  worker 
being  restricted  to  such  analyses  as  are  required  to  make  the 
Survey  Report  complete  as  a  basis  for  instituting  vocational  work 
in  the  schools.  Emphasis  has  accordingly  been  placed  upon  the 
methods  and  practice '  of  modern  building  construction.  The 
Indianapolis  Survey  is,  therefore,  largely  supplementary  to  other 
surveys  in  Indiana,  and  in  other  states,  which  have  been  generally 
restricted  to  trade  or  occupational  analyses. 

An  analysis  is  given  of  the  operation  involved  in  the  con- 
struction of  a  building  from  the  initial  work  of  clearing  the  site  to 
the  final  processes  of  interior  trimming,  painting,  and  decorating. 
These  processes  include  the  following: 

For  all  buildings  the  initial  processes  are  preparation  of  the 
site;  establishing  boundary  lines  and  the  base  level;  assembling 
and  placing  of  offices,  machines,  tools,  and  materials;  excavation 
and  sheet  piling. 

Concrete  work  includes  concrete  mixing  and  pouring;  rein- 
forcing; underpinning;  form  building  for  walls,  columns,  beams, 
floors  and  arches,  and  construction  of  these  parts;  footing;  laying 
hollow  tile  flooring;  locating  openings  for  pipes;  building  runways 
and  trestling;  terra  cotta  tile  arch  work;  ribbed  core  construction; 
constructing  ceilings  and  roofs;  special  concrete  work;  and  form 
wrecking. 

Structural  steel  building  processes  include  fabricating  bridge 
and  building  steel,  from  plates,  angles,  channels,  and  I-bcams, 
by  columns,  floor  beams,  stairways,  fire  escapes,  grills,  railings, 
doors,  and  ornamental  work. 

Other  building  processes  include  stair  building;  constructing 
walls  of  stone,  brick  and  terra  cotta;  setting  stone  trimmings 
such  as  window  caps  and  sills,  belt  courses,  bases  for  columns, 
columns,  corners,  and  panels,  erecting  inside  walls;  wainscoting  and 
paneling  in  wood  and  marble;  setting  doors,  window  frames, 
grounds,  and  metal  corners;  lathing;  plastering;  plumbing;  instal- 
ing  heating  and  ventilating  systems;  laying  wood,  mosaic,  and 
marble  floors;  stairway  finishing;  installing  elevators;  electric 
wiring;  interior  trimming;  painting  and  decorating;  and  inspect- 
ing. 

fr     This  account  of  the  operations  involved  in  the  construction  of 
a  building  is  supplemented  by  occupational  analyses,  and  state- 


FINDINGS  AS  TO  INDUSTRIES  109 

ments  of  the  duties  and  jurisdiction  of  the  several  building  trades, 
including  special  lines  of  woodworking;  electrical  work;  painting 
and  decorating;  plumbing;  steamfitting;  sheet-metal  working; 
elevator  construction;  structural  and  ornamental  iron  work; 
bricklaying;  and  cement  finishing. 

One  of  several  interesting  and  important  facts  revealed  by  the 
Survey  is  that  building  construction  is  fast  getting  away  from 
unscientific  methods  and  is  rapidly  approaching  a  science.  This 
is  due  largely  to  business  competition,  the  time  factor  in  erection, 
the  general  increase  in  cost  of  building  materials  and  labor;  and 
the  demand  for  buildings  equipped  with  modern  conveniences 
and  appurtenances.  Notwithstanding  this  tendency  to  adopt 
modern  methods,  however,  the  workers  have  not  as  yet  been 
confronted  with  the  extreme  specialization  which  characterizes 
the  building  trades  in  rriany  other  large  cities.  The  definite 
jurisdiction  maintained  by  the  several  trades,  however,  tends 
toward  specialization  in  Indianapolis,  as  in  other  cities. 

While  large  modern  buildings  are  being  erected  in  large  num- 
bers, there  is  a  noticeable  tendency  in  some  districts  towards  poor 
and  cheap  construction  in  the  small  one-story  business  rooms  and 
offices,  and  residences  built  to  rent.  Many  of  the  old  standard 
materials  are  being  supplanted  by  imitations,  the  scarcity  of  some 
materials  and  the  high  cost  of  others  having  created  a  demand  for 
substitutes. 

The  architecture  of  buildings  and  methos  of  erection  have 
been  and  are  constantly  changing  with  the  introduction  of  new 
materials  and  equipment,  and  the  work  of  the  employees  neces- 
sarily changes  coincidently.  This  changing  and  adjusting  to  meet 
new  conditions  is  bound  to  continue  in  the  future.  In  order  to 
cope  successfully  with  the  conditions  and  problems  that  are  sure 
to  confront  those  engaged  in  the  building  industry,  a  broad  knowl- 
edge of  general  building  construction  will  be  required. 

The  building  trades  are  generally  interested  in  the  proposal 
to  establish  evening-school  courses  where  their  adult  workers  may 
receive  training  in  the  mathematical  and  technical  requirements 
of  their  trade,  and  in  any  general  knowledge  that  is  of  importance 
to  their  work.  At  the  same  time,  all  the  trades  are  anxious  for 
their  apprentices  to  have  opportunities  for  greater  variety  in 
their  practical  experience  than  they  are  receiving  at  the  present 
time.  All  agree  that  so  far  as  the  industry  is  concerned,  little  or 
no  opportunity  is  given  to  young  workers  to  learn  the  mathematics 
and  technique  of  their  work. 


110  INDIANAPOLIS  VOCATIONAL  SURVEY 

It  is  apparent  that  more  attention  must  be  paid  to  the  training 
of  apprentices  in  order  that  the  industry  in  the  future  may  be 
supplied  with  trained  workers.  The  contractors  have  been  and 
are,  however,  indifferent  to  establishment  of  a  regularly  inden- 
tured apprenticeship.  As  one  consequence  of  this  indifference,  the 
unions  have  in  the  past  discouraged  the  placing  of  apprentices 
in  the  trades.  Contractors  charge  the  apprentices  with  insta- 
bility and  inefficiency,  while  the  unions  on  the  other  hand  contend 
that  these  characteristics  are  due  largely  to  the  indifference  of  the 
contractors,  in  that  they  do  not  give  the  apprentices  opportunities 
to  do  the  varieties  of  work  that  come  under  the  jurisdiction  of 
their  craft.  The  unions  realize  that  many  of  their  apprentices, 
when  they  are  able  to  command  a  reasonable  rate  of  wage,  become 
self-satisfied  and  apparently  see  no  reason  why  they  should 
attempt  to  learn  anything  more  or  become  more  efficient.  It  is 
important  to  note  that  while  the  total  workers  in  the  building 
trades  number  6,847,  the  apprentices  number  only  226.  There 
are  no  trade  agreements  in  the  building  trades  relative  to  appren- 
tices, except  in  one  instance.  The  Master  Plumbers  and  Plumbers 
Union  have  a  "Joint  Board  of  Control,"  which  controls  their 
apprenticeships.  Although  this  sort  of  scheme  serves  its  purpose, 
both  parties  concerned  are  working  for  a  more  effective  arrange- 
ment, whereby  an  educational  agreement  may  be  introduced  in 
the  interest  of  compulsory  school  attendance  of  apprentices. 

A  declaration  of  principles  and  policies  regarding  vocational 
education  and  the  future  training  of  apprentices,  as  well  as  journey- 
men, is  embodied  in  the  action  of  the  building  trades  council 
at  a  meeting  held  October  21,  1916,  in  the  city  of  Indianapolis. 
It  is  apparent  from  this  declaration  that  the  building  trades  unions 
strongly  endorse  regularly  indentured  apprentices  and  vocational 
training  for  all  of  their  men.  This  declaration  is  a  result  of  the 
work  of  the  Survey.  At  first  these  men  were  indifferent,  but  when 
they  understood  the  real  meaning  of  vocational  education,  and 
realized  the  purpose  of  the  vocational  survey,  they  responded 
with  their  earnest  co-operation.  The  declaration  reads  as  follows: 

General   Outline  of  Plan  for  Vocational   Education 
in  the  Building  Trades. 

1.  Tndentureship:  We  believe,  in  order  for  apprentices  in  the  building 
lines  to  get  the  proper  vocational  training,  it  is  necessary  for  them  to  be 
indentured  with  reliable  employers  and  that  there  should  be  a  co-operative 
understanding  between  the  several  organizations  in  the  building  trades  and 


FINDINGS  AS  TO  INDUSTRIES  111 

the  contractors  and  would  recommend  that  such  an  arrangement  be  entered 
into. 

2.  Term  of  years:     That  apprentices  be  indentured  for  a  term  of  four 
years. 

3.  Schooling:     That  arrangements  be  made  for  apprentices  to  attend 
public  school  in  the  day  time  for  three  months  in  each  year   during  the  dull 
season  and  would  recommend  the  months  of  January,  February,  and  March. 

4.  Education:     This   is   to   consist   of   the   proper   vocational   training 
applicable  to  the  trade  the  apprentice  elects  to  learn,  also  the  practical 
training  in  this  trade. 

5.  Evening  school:     That  evening  school  be  established  for  journeymen 
who  desire  to  obtain  vocational  training  in  their  respective  trades,  such  as 
general  arithmetic,  freehand  drawing,  architecture,  design,  mechanics,  heat, 
chemistry,  plane  geometry,  circles,  volumes,  etc. 

6.  Apprentice  applicants:     An  applicant  for  apprenticeship  in  any  trade 
who  has  attended  vocational  school,  or  who  has  worked  at  a  trade  prior  to 
making  application  for  apprenticeship  with  some  employer    shall  be  given 
credit  on  his  apprenticeship  for  the  time  worked   or  the  vocational  training 
obtained,  providing  satisfactory  proof  is  given  of  such  vocational  training  or 
work  done,  subject  to  examination. 

Approved  in  regular  meeting  of  Building  Trades  Council  of  Marion  County 
and  vicinity,  October  21, 1916. 

Signed, 

OSCAR  H.  FRICK, 

Secretary  Pro-tern. 

More  than  thirty  conferences  have  been  held  with  the  different 
building  trades,  the  Building  Contractor's  Association,  and  con- 
tractors not  in  this  association.  It  is  apparent  that  the  industry 
is  well-organized  both  as  regards  the  employers  and  the  employees. 
There  is  a  keen  line  of  demarcation  as  between  those  engaged  in 
the  different  lines  of  building  construction.  There  is  also  a  decided 
cleavage  between  those  engaged  as  workers  in  the  different  branch- 
es of  the  building  trades.  This  is  due  to  the  very  definite  juris- 
diction among  the  trade  union  organizations. 

It  is  estimated  that  135  out  of  1,672  building  contractors  do 
sixty  per  cent  of  the  contracting  business  in  Indianapolis.  Of  this 
number  120  are  members  of  the  Builder's  Contractors'  Association. 
These  men  do  practically  all  of  the  modern  fireproof  building. 
All  of  the  large  buildings,  such  as  office  buildings,  hotels,  theatres, 
stores,  garages,  factories,  ware  and  storage  houses  are  built  by 
seventeen  contracting  firms.  There  are  145  plumbing  contractors 
in  the  city.  Sixty  of  this  number  do,  by  far,  the  greater  part  of 
the  plumbing  business.  These  men  are  prepared  and  competent 
to  do  good,  first-class  work,  but  are  in  many  cases  prevented  from 
doing  so  on  account  of  the  demand  for  cheap  work.  Eighty  per 


112  INDIANAPOLIS  VOCATIONAL  SURVEY 

cent  of  the  carpenter  work  that  is  done  down  town  or  in  the  mile 
square  is  done  by  seventeen  general  contractors.  Yet  there  are 
505  carpenter  contractors  in  the  city.  In  any  branch  of  the 
contracting  business  the  greater  amount  of  work  is  being  done  by 
only  a  few  contractors.  In  many  cases  one  man  will  contract  a 
job  and  do  all  the  work  himself.  It  is  very  noticeable  that  a  great 
many  of  the  contractors  who  contract  only  small  jobs  are  not 
well  informed  concerning  modern  building  methods,  practices  and 
materials.  As  a  result  there  is  a  tendency  toward  cheap,  faulty 
and  unsanitary  work.  On  the  other  hand,  there  are  contractors 
that  are  incompetent  to  do  contracting  business,  which  is  often 
found  to  be  the  cause  of  poor  and  unsatisfactory  work.  The  lack 
of  rigid  laws  concerning  the  erection  and  inspection  of  buildings, 
and  in  some  instances  concerning  the  workmen,  is  largely  re- 
sponsible for  the  unsanitary  and  unsafe  conditions  that  exist  among 
certain  classes  of  building  industry. 

The  greater  number  of  workmen  in  the  building  trades  have  had 
no  schooling  beyond  the  sixth  grade,  a  few  have  not  had  that  much. 
However,  many  of  the  younger  workers  have  completed  the  eighth 
grade,  and  a  very  few  have  gone  to  high  school.  The  number  who 
have  had  any  technical,  purposeful  or  definite  training  is  very 
small.  Some  have  had  a  small  amount  of  training  in  schools  in 
foreign  countries,  others  have  taken  correspondence  courses. 
A  few  attended  evening  school  courses  that  were  given  previous 
to  the  Survey.  But  as  a  whole,  no  attention  has  been  given  toward 
developing  and  broadening  the  knowledge  of  the  workers. 

Status  of  building  conditions.  Referring  to  the  Table  No.  1, 
it  is  important  to  note  that  a  great  part  of  the  total  amount  ex- 
pended is  for  modern  buildings  (note  first  four  columns  of  table). 
A  large  per  cent  of  the  alterations  and  repairs  have  been  the  remod- 
eling of  old  storerooms,  factories  and  residences  into  modern 
up-to-date  buildings.  More  residences  of  the  modern  type  are 
being  built  each  year.  During  the  last  year  a  large  number  of 
old  houses  have  been  remodeled  into  modern  up-to-date  residences, 
flats  or  apartment  houses. 


FINDINGS  AS  TO  INDUSTRIES 


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114  INDIANAPOLIS  VOCATIONAL  SURVEY 

Due  to  the  fact  that  Indianapolis  is  a  convenient  commercial 
center,  a  great  many  manufacturing  companies  and  different 
kinds  of  industries  and  business  of  the  different  states  maintain 
branch  offices  and  agencies  here.  Many  large  business  establish- 
ments, commercial  and  industrial,  have  headquarters  in  the  city. 
The  commercial  importance  of  the  city  is  growing  so  that  there  will 
be  a  greater  demand  for  offices,  which  means  that  more  office 
buildings  of  the  modern  type  will  be  needed.  Often  it  is  necessary 
for  many  delegates  and  visitors  who  come  to  the  c*ty  to  go  into 
the  homes  of  the  city  to  find  lodging  because  they  can  not  find 
hotel  accommodations.  So  if  the  city  meets  the  demands  of  its 
visitors  and  commercial  interests,  both  inside  and  outside  of  the 
city,  more  buildings  of  modern  type  must  be  built.  Many  of  the 
residences  are  being  built  by  families  who  expect  to  live  in  them; 
a  large  number  are  being  built  by  companies  and  individuals  to 
be  sold  on  the  payment  plan  and  the  remaining  number  are  built 
for  rental  purposes.  It  is  among  the  last  two  classes  of  residences 
and  especially  the  third  that  the  cheap  and  shabby  work  is  being 
done.  A  great  amount  of  poor  construction  is  due  to  the  ignorance 
of  the  people  that  are  having  the  building  done.  They  are  not 
well  informed  concerning  good  construction  and  are  easily  per- 
suaded that  the  work  and  material  is  good  when  it  really  is  poor. 

During  the  last  twelve  months  more  building  permits  have 
been  issued  and  money  spent  for  buildings  than  any  previous 
year.  This  fact,  together  with  increasing  demand  for  modern 
buildings  and  the  city's  desire  for  more  rigid  building  codes,  in- 
dicate that  all  classes  of  the  building  industry  will  constantly 
be  toward  better  buildings. 

If  more  and  better  buildings  are  to  be  built  more  workmen  will 
be  needed.  In  many  cases  during  this  year  the  demand  for  skilled 
workers  has  been  greater  than  the  supply.  There  are  very  few 
future  workmen  being  trained.  A  large  number  of  the  men  who 
are  entering  the  building  trades  comes  from  small  towns  and  other 
cities. 

There  is  no  special  emphasis  in  health  and  physical  require- 
ments of  workers  in  the  building  trades.  However,  there  are  some 
physical  requirements  that  are  common  to  all  the  different  trades, 
that  are  naturally  demanded  by  the  nature  of  the  work  and  not 
by  any  set  standards.  The  same  is  true  of  mental  qualifications. 
The  physical  and  mental  requirements  are  about  the  same  for 
all  the  branches  of  the  building  trades.  Wherever  any  special 
requirements  are  demanded  it  will  be  mentioned  in  the  discussion 


FINDINGS  AS  TO  INDUSTRIES  115 

of  that  particular  trade.  The  only  particular  qualification  de- 
manded of  the  worker  is  trade  and  practical  experience.  It  is 
necessary  for  the  workmen  to  possess  considerable  strength  and 
endurance.  They  must  have  good  nerves,  ability  to  climb  and  work 
on  different  kinds  of  platforms  and  scaffolds  at  various  heights. 
They  must  exercise  great  care  not  to  injure  themselves  or  other 
workmen.  Good  eyesight  and  good  hearing  are  essential.  Those 
who  possess  initiative,  good  judgment  and  foresightedness,  ad- 
vance much  more  rapidly  than  those  who  do  not  possess  these 
qualifications.  Often  men  get  into  the  trade  who  are  not  success- 
ful at  holding  a  steady  job.  They  will  in  one  season  work  for 
several  different  contractors,  only  finding  work  where  there  is  spe- 
cial need  of  extra  men.  In  many  instances  these  men  are  not  able 
to  secure  work  the  second  time  from  the  contractors.  They  work 
in  this  manner  until  they  have  worked  for  all  the  contractors  and 
then  they  have  to  drop  out  of  the  trade  in  order  to  make  a  living. 

Number  of  workers,  with  apprentice  regulations,  and  wage. 
Although  the  Survey  has  not  attempted  to  make  a  study  of  occupa- 
tions other  than  in  their  relation  to  the  construction  of  a  modern 
building  and  is  very  little  concerned  with  the  numbers  employed 
in  the  building  trades,  the  following  table  will  be  of  interest  in 
determining  the  relative  importance  of  the  industry,  to  the  others 
covered  by  the  Survey.  It  will  be  of  interest,  too,  in  comparison 
with  the  table  showing  the  amount  of  building  construction. 

The  table  shows,  conclusively,  the  need  of  vocational  courses 
for  the  training  of  future  workmen  as  the  number  of  apprentices 
in  most  of  the  trades  falls  far  below  the  quota  allowed. 


116 


INDIANAPOLIS  VOCATIONAL  SURVEY 


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FINDINGS  AS  TO  INDUSTRIES  117 

Operations  in  modern  building.  The  following  analysis  intends 
to  take  up  in  detail  the  construction  of  a  modern  building  from  the 
preparation  of  the  site  to  the  completed  structure,  showing  the 
jurisdiction  of  the  several  trades,  their  relations  to  each  other, 
and  the  building  and  the  particular  work  of  each,  with  a  discussion 
of  modern  materials  and  their  use. 

Preparing  site.  In  the  greater  number  of  building  enterprises, 
it  is  necessary  to  clear  the  building  site  before  the  new  building 
can  be  started.  In  most  cases  it  means  the  wrecking  and  remov- 
ing of  old  buildings.  Generally  the  clearing  of  the  site  does  not 
occur  until  after  the  contract  for  the  new  building  has  been  let. 
In  a  few  instances  the  contractor  of  the  new  building  does  the 
wrecking  of  the  old  building,  but  in  the  greater  number  of  instances 
the  wrecking  is  let  to  a  special  wrecking  contractor.  It  is  common 
practice  for  the  wrecking  contractor  to  receive  all  the  material 
from  the  old  building.  He  saves  the  good  material  and  sells  it 
at  second-hand  prices.  He  sells  wasted  and  broken  wood  for 
kindling  and  hauls  away  the  rubbish,  leaving  the  premises  clear 
and  clean  for  the  new  building.  There  wrecking  companies 
usually  employ  one  boss  carpenter  to  superintend  the  wrecking. 
The  remaining  workers  are  common  laborers  and  teamsters, 
the  greater  number  of  them  being  employed  for  a  short  time  only. 

Preparations.  The  general  contractor  now  takes  charge  of 
the  building  site  and  begins  his  work.  His  first  step  is  to  estab- 
lish the  exact  boundary  lines.  It  is  common  practice  to  employ 
the  services  of  some  responsible  engineer  to  establish  corners 
and  points  that  are  necessary  to  define  the  outline  of  the  build- 
ing site.  This  is  done  so  that  the  building  can  be  properly 
and  correctly  located.  A  bench  mark  or  a  certain  level  is  estab- 
lished upon  which  all  vertical  measurements  are  based.  This 
being  done  all  is  ready  to  begin  the  actual  work  of  the  building 
process.  The  next  step  is  to  erect  a  temporary  office.  Either 
adjoining  this  building  or  on  the  premises  is  erected  a  temporary 
storage  building  for  small  tools  and  building  materials,  such 
as  lime  and  cement,  which  need  to  be  kept  dry.  During  this  time 
tools  and  equipment  are  arriving  at  the  job.  The  general  superin- 
tendent directs  the  placing  and  assembling  of  the  machines  and 
different  pieces  of  equipment.  The  different  articles  of  equip- 
ment are  located  so  as  to  give  the  best  service  and  utilize  the  small- 
est space.  In  planning  the  arrangement  of  equipment,  machines, 
and  office,  room  must  be  provided  for  storing  material. 


118  INDIANAPOLIS  VOCATIONAL  SURVEY 

Excavation.  The  earth  is  first  loosened  by  plowing,  then 
shoveled  into  wagons  and  hauled  away.  When  all  this  loose 
earth  is  removed  the  plow  is  again  used.  This  process  of  remov- 
ing one  layer  of  earth  at  a  time  is  repeated  until  the  excavation 
reaches  the  required  depth.  The  plows  that  are  used  in  loosing 
the  earth  are  usually  specially  constructed,  handled  plows. 
They  are  made  very  strong.  The  beam  is  much  longer  and  the 
moldboard  much  shorter  than  the  ordinary  handled  plow.  One 
kind  of  breaking  plow  that  is  used  only  in  very  hard  earth  has  the 
same  sort  of  handles  and  beam  as  the  above  mentioned  plow, 
but  has  a  strong  steel  spike,  about  one  and  one-fourth  inches  in 
diameter  and  about  twelve  incles  long,  for  the  breaking  up  the 
earth. 

As  the  excavating  approaches  the  required  depth  it  is  necess'ary 
to  provide  an  elevation  for  the  passage  of  the  teams  and  wagons. 
Sometimes  an  incline,  reaching  from  the  bottom  of  the  excavation 
to  the  street  or  earth  level,  is  made  of  wood.  A  common  practice 
is  to  leave  an  incline  of  earth  in  its  natural  position  until  no  other 
earth  remains.  Then  the  incline  is  removed.  The  earth  at  the 
bottom  of  the  incline  is  first  removed  and  gradually  worked 
toward  the  top.  In  this  manner  the  incline  constantly  becomes 
steeper,  finally  necessitating  "doubling  up"  of  teams  in  order  to  pull 
the  wagons  out.  This  process  is  kept  up  until  it  is  no  longer  pos- 
sible to  pull  the  wagons  up  the  incline.  As  much  of  the  -remaining 
earth  as  possible  is  scraped  out,  with  an  ordinary  drag,  shovel 
or  scraper,  to  the  surface  of  the  ground  where  it  is  shoveled  into 
wagons  and  hauled  away.  The  earth  that  can  not  be  scraped 
out  must  be  thrown  out  by  hand  shovelers.  Of  the  two  sorts  of 
inclines,  the  wooden  seems  to  have  this  advantage  over  the  other, 
in  that  its  use  permits  all  the  earth  to  be  loaded  into  the  wagons 
at  the  bottom  of  the  excavation  and  hauled  directly  out  without 
the  extra  handling.  If  there  is  need  for  filling  about  the  premises, 
enough  earth  is  left  to  do  the  back  filling  and  grading.  On  some 
jobs  the  general  contractors  do  their  own  excavating,  while 
others  sublet  to  an  excavating  and  grading  contractor.  Steam 
shovels  are  seldom  used  to  do  excavating  for  a  building.  The 
locations  of  buildings  and  the  conditions  under  which  the  excava- 
tion must  be  done  make  the  steam  shovel  impracticable. 

The  excavation  is  usually  begun  at  one  side  or  corner  of  the 
building.  The  e.arth  is  removed  in  such  a  manner  that  there  is 
left  a  sloping  bank  that  will  riot  fall  in.  When  the  specified  depth 
is  reached  the  work  of  removing  the  sloping  bank  and  making  a 


FINDINGS  AS  TO  INDUSTRIES  119 

perpendicular  bank  is  begun.  As  soon  as  there  is  any  danger  of 
the  bank  caving,  sheet  piling  is  driven  down  as  far  as  is  convenient. 
This  piling  is  made  out  of  two  by  six-inch  boards  or  wider,  driven 
edge  to  edge.  The  length  of  the  boards  depends  upon  the  depth 
of  the  excavation.  The  boards  are  sharpened  so  that  they  will 
drive  easily.  It  is  good  practice  to  chamfer  the  boards  at  the  top, 
i.  e.,  to  put  iron  bands  around  them  near  the  top  to  keep  them  from 
splitting,  while  they  are  being  driven.  The  piling  is  driven,  one 
piece  at  a  time,  as  the  progress  of  the  work  requires.  It  is  neces- 
sary that  the  sharpened  points  always  be  below  the  level  of  the 
excavation.  This  prevents  the  bottom  of  the  piling  from  kicking 
out.  A  heavy  timber  is  placed  horizontally  against  the  piling 
about  eighteen  inches  below  the  top  of  the  ground.  Against  this 
and  running  at  right  angles,  timbers  are  set  to  support  and  brace 
the  piling.  The  braces  are  firmly  fixed  in  the  earth  at  the  bottom 
of  the  excavation  to  form  an  angle  of  not  greater  than  forty-five 
degrees  with  the  horizontal.  A  jack  screw  is  placed  between  the 
brace  and  the  horizontal  timber.  By  this,  the  pressure  can  be 
regulated  and  the  piling  kept  in  good  condition.  Other  rows  of 
braces  are  put  in  as  the  work  progresses.  The  horizontal  timbers 
are  spaced  from  three  and  one-half  to  six  feet  on  center,  depending 
altogether  on  the  nature  of  the  earth.  If  it  is  loose,  and  exerts  a 
great  outward  pressure,  it  is  necessary  for  the  timbers  to  be  close 
together.  The  number  of  braces  depends  upon  the  size  of  the 
horizontal  timber  and  the  pressure  against  the  piling.  The 
amount  of  bracing  is  left  entirely  to  the  judgment  of  the  man  in 
charge.  He  makes  the  work  strong  enough  to  avoid  any  danger 
of  accident.  The  sheet  piling  is  always  placed,  so  that  it  serves 
as  the  outside  form  for  the  concrete  wall  and  is  left  in  that  position 
until  the  wall  is  strong  enough  to  withstand  the  pressure  of  the 
earth. 

Materials  and  equipment.  While  the  excavating  is  being  done, 
materials  such  as  lumber  for  forms,  cement,  gravel,  sand,  rein- 
forcing steel,  brick,  lime,  stone,  nails,  wire,  bolts,  etc.,  are  being 
delivered  at  the  job.  These  are  stored  in  the  most  convenient 
and  accessible  places  in  order  to  be  ready  for  immediate  use. 

The  superintendent  plans  his  work  so  that  everything  will 
be  ready  to  start  the  foundation  as  soon  as  there  is  enough  excavat- 
ing done.  He  places  the  concrete  mixer  and  builds  the  runways 
to  it,  erects  the  elevating  hoist,  puts  up  the  concrete  spouting, 
sets  the  hoisting  engine,  and  installs  the  special  concrete  conveyor 
in  the  hoist.  Sometimes  it  is  impossible  to  set  up  the  big  concrete 


120  INDIANAPOLIS  VOCATIONAL  SURVEY 

mixer  and  elevator  soon  enough  to  be  used  for  pouring  the  footings. 
If  such  is  the  case,  a  small,  portable  gasoline  mixer  is  used.  On 
many  jobs  these  small  mixers  are  especially  advantageous  for 
putting  in  footings  and  foundation  walls.  They  are  especially 
convenient  where  there  is  only  a  small  amount  of  concrete  to  be 
mixed  at  one  time.  Three  or  four  men  can  operate  and  move  them 
easily  from  one  place  to  another. 

Underpinning.  When  the  new  building  is  being  built  near  or 
against  an  old  one,  and  if  the  new  foundation  is  at  a  greater  depth 
than  the  old,  it  is  necessary  to  "under-pin"  the  old  walls,  that 
is,  put  new  masonry  work  under  the  walls  so  that  there  is  no 
danger  of  settling.  Only  a  short  section  of  the  wall  is  undermined 
at  one  time.  If  the  section  taken  out  is  too  long,  there  is  danger 
of  the  wall  cracking.  Just  as  soon  as  the  earth  is  removed  to  the 
required  depth  the  underpinning  masonry  is  begun.  This  is 
built  up,  either  out  of  stone  or  brick,  as  close  to  the  work  as  possible. 
When  the  new  work  is  firm  and  solid,  wedges  of  slate,  stone  or 
tile  are  driven  between  it  and  the  old  work.  This  done,  another 
short  section  of  wall  can  be  removed  and  the  process  is  repeated. 
Sometimes  the  work  is  so  arranged  that  several  short  sections  of 
wall  may  be  removed  at  the  same  time.  If  this  is  done,  a  long 
section  of  wall  is  left  undisturbed  between  the  sections  being 
removed.  On  some  jobs  the  walls  are  shored  up  with  iron  columns 
or  posts,  forms  are  erected  and  a  concrete  wall  is  built.  No 
attempt  is  made  to  remove  the  iron.  Whatever  kind  of  under- 
pinning is  used,  wedges  must  be  driven  very  firmly  between  the 
old  and  the  new  walls.  The  underpinning  work  must  all  of  it 
be  very  carefully  done.  The  entire  responsibility  of  the  work  rests 
upon  the  man  in  charge  who  must  use  good  judgment  in  perform- 
ing the  different  steps  of  the  work. 

Form  building.  Forms  are  built  in  sections.  The  forms  for 
columns  are  built  in  four  sections.  These  sections  are  made  with 
seven-eighth  by  six-inch  boards,  or  wider,  nailed  tight  together 
on  two  by  four-inch  cleats,  spaced  twenty  to  thirty-two  inches 
apart.  These  sections  are  made  the  right  length  and  width  so 
that  when  they  are  assembled,  they  form  the  correct  dimensions 
for  the  column.  The  forms,  when  in  position,  stand  with  the 
boards  vertical,  and  are  clamped  together  with  special  clamps, 
the  clamps  pressing  against  the  cleats.  The  forms  for  beams 
are  made  in  the  same  manner,  with  the  exception  that  they  are 
made  in  three  sections  and  the  boards  run  horizontally  when  the 
forms  are  in  place. 


FINDINGS  AS  TO  INDUSTRIES  121 

Footing.  Just  as  soon  as  enough  of  the  earth  is  removed,  giv- 
ing room  for  footings  that  are  to  be  under  the  walls,  the  carpenters 
are  set  to  work  building  forms  for  the  footings.  Often  such  forms 
have  been  previously  built  and  are  ready  to  be  put  into  place. 
The  forms  need  to  be  braced,  so  that  they  will  remain  in  the  proper 
position,  will  not  spread  and  will  be  level  and  square  with  the  build- 
ing. The  most  common  method  of  bracing  is  by  throwing  gravel 
or  dirt  against  the  sides  of  the  forms.  Small  strips  of  wood  placed 
inside  of  the  forms  reaching  from  one  side  to  the  opposite  side 
prevent  the  forms  from  being  sprung  inward  by  the  outside  pres- 
sure of  earth.  These  spreaders  are  taken  out  when  the  concrete  is 
poured. 

As  there  is  always  danger  of  these  forms  being  displaced  or 
covered  with  caving  dirt,  there  is  usually  considerable  anxiety 
to  get  them  filled  as  soon  as  possible.  The  concrete  is  poured  into 
the  forms,  and  before  it  sets,  dowel  pins  for  anchoring  the  columns 
and  walls  are  put  in  place  and  made  secure  so  that  they  will  be 
in  the  proper  position  when  the  concrete  is  hard.  These  dowel 
pins  are  of  reinforcing  steel  bars,  varying  in  size,  length,  and 
number  according  to  the  specifications  given  by  the  architect. 

Walls.  When  the  footings  for  the  outside  or  retaining  walls  are 
hard  enough  to  work  upon,  the  forms  for  the  walls  are  started. 
As  has  already  been  mentioned  sheet  piling  is  generally  necessary 
to  retain  the  bank  of  earth  while  the  excavating  is  being  done. 
As  this  piling  serves  as  an  outside  form,  there  is  only  the  inside 
form  to  be  built  and  braced,  the  carpenter  must  build  the  form  so 
that  the  diagonal  timbers  that  brace  the  sheet  piling  can  be  easily 
removed  without  damage  to  the  forms.  All  the  vertical  reinforc- 
ing steel  rods  for  the  walls  can  be  placed.  Beginning  at  the  bottom 
and  working  up,  the  horizontal  reinforcing  steel  is  placed  up  to 
the  first  row  of  diagonal  braces.  These  braces  may  be  removed 
when  the  concrete  is  poured  up  to  this  point,  provided  the  inside 
forms  are  sufficiently  strong  to  withstand  the  combined  pressure 
of  the  concrete  and  the  earth.  It  is  often  convenient  to  let  this 
concrete  harden  before  removing  the  braces  that  hold  the  piling. 
The  first  row  of  braces  being  removed,  and  the  holes  left  by  them 
being  covered,  the  horizontal  steel  is  placed  up  to  the  next  row  of 
braces  and  the  concrete  poured,  and  so  on,  until  the  walls  are 
completed. 

Columns  and  beams.  While  these  forms  are  being  built  and 
even  before  the  excavation  is  done,  the  carpenters  are  busy  build- 
ing forms  for  columns  and  beams.  When  the  concrete  footings 


122  INDIANAPOLIS  VOCATIONAL  SURVEY 

for  the  columns  are  hard  enough  to  work  upon,  the  sections  of  the 
forms  are  put  into  place,  braced  and  supported.  Enough  props 
or  posts  must  be  placed  under  the  beams  to  carry  the  combined 
weight  of  the  beams  and  the  floor.  Supports  for  joists  are  nailed 
to  the  sides  of  the  forms  for  the  beams.  Joists,  reaching  from  one 
beam  to  another,  rest  on  these  supports.  Then  a  floor,  tight 
enough  to  prevent  leakage  of  thin  concrete,  is  laid  on  the  joists. 
The  top  of  this  floor,  when  level  and  in  position,  is  the  surface  upon 
which  the  reinforced  concrete  floor  is  built.  Two  by  six-inch 
joists  or  wider,  and  of  the  most  convenient  length  are  used. 
These  can  not  carry  a  heavy  load  on  a  long  span,  so  extra  supports 
must  be  placed  under  them.  This  is  done  by  placing  two  by  ten 
timbers  or  heavier,  under  the  joists  and  at  right  angles  with  them. 
These  are  supported  by  posts.  The  number  of  these  extra  sup- 
ports depends  on  the  size  of  the  timbers  used  and  the  weight  to  be 
carried,  and  is  left  entirely  to  the  decision  of  the  foreman.  Prac- 
tically all  the  forms  used  in  Indianapolis  are  built  of  wood.  Gal- 
vanized iron,  however,  is  being  used  to  some  extent  to  displace 
wooden  forms.  A  very  limited  amount  of  steel  forms  is  also 
being  used.  It  is  only  a  matter  of  time  until  steel  forms  will 
be  used  extensively,  as  they  are  already  being  used  successfully 
in  many  large  cities. 

Concrete  and  tile  floors.  The  hollow  tile  is  laid  in  rows  and  set 
end  to  end  on  the  wooden  forms  for  the  floor.  The  spaces  between 
the  rows  are  seldom  less  than  three  and  one-half  inches  or  greater 
greater  than  five  inches  in  width.  The  approximate  width  of  the 
spaces  is  furnished  by  the  architect,  but  the  correct  width  must 
be  determined  by  spacing  the  section  of  the  forms  that  are  to  be 
covered,  so  that  all  the  spaces  be  equal.  These  spaces,  when 
filled,  become  concrete  joists,  reinforced  by  steel  rods.  These 
tile  are  laid  by  the  bricklayer.  Since  no  mortar  is  used  they  are 
laid  very  rapidly.  The  hodcarriers,  who  wait  on  the  brick- 
layers, bring  the  tile  upon  the  forms  and  place  it  in  easy  reach  of 
the  workman.  The  size,  amount  and  kind  of  reinforcing  steel 
that  is  put  into  the  concrete  is  specified  by  the  architect.  The 
steel  worker  needs  only  to  follow  the  specifications,  in  regard  to 
amount  and  kind,  to  get  the  reinforcing  steel  put  in  properly. 
The  steel  is  placed  in  the  columns,  beams  and  joists,  wired  and 
fastened  so  that  it  will  remain  in  its  proper  place  while  the  con- 
crete is  being  poured.  Twisted  and  square  steel  rods  are  most 
generally  used.  The  conduits  are  placed  in  position.  These  are 
insulated  iron  pipes  for  containing  electric  wires.  They  protect 


FINDINGS  AS  TO  INDUSTRIES  123 

the  wires  from  injury  and  are  a  great  factor  in  fire  prevention. 
The  electric  wiremen  install  these  conduits  at  the  most  convenient 
time.  However  the  greater  part  of  it  is  laid  after  the  tile  and 
reinforcing  work  is  done.  The  workmen  have  their  supplies  at 
hand.  The  conduit  is  cut  to  the  right  length,  threaded  and  made 
ready  to  be  put  in  place.  All  the  conduits,  the  switch,  outlets  and 
the  drop  boxes  are  so  arranged  that  only  the  openings  are  visible 
after  the  concrete  is  poured.  The  electric  wires  are  not  pulled 
through  the  conduits  until  the  forms  have  been  torn  away  from  the 
concrete. 

Openings.  In  order  to  prevent  drilling  holes  through  the  con- 
crete for  the  passage  of  steam  and  plumbing  pipes,  the  steam- 
fitter  and  plumber  make  provisions  for  these  openings  before  the 
concrete  is  poured.  They  locate  on  the  floor  forms,  the  places 
where  pipes,  drains,  etc.,  will  pass  through  the  finished  floor. 
Hollow  pipes,  either  of  sheet  iron  metal  or  sections  or  scrap 
pipes,  cut  to  a  length  equalling  the  thickness  of  the  floor,  are  used 
to  form  the  openings  when  located.  This  is  done  many  times  in 
walls  where  openings  will  be  needed  later.  Before  the  concrete 
is  poured,  all  surplus  material  is  removed.  All  broken  pieces  of 
tile,  blocks  of  wood,  shavings,  chips  and  all  waste  or  debris  is 
taken  away,  leaving  the  forms,  tile  and  reinforcing  clean.  The 
tile  and  forms  are  sprinkled  with  water  so  that  they  will  not 
draw  water  from  the  concrete  when  it  is  poured. 

Runways.  If  it  is  necessary  to  build  any  runways  for  wheel- 
barrows, or  trestling  for  spouts,  this  is  done  before  the  pouring 
begins.  To  be  obliged  to  wait  to  have  this  work  done,  while  the 
pouring  is  in  progress,  is  inconvenient  and  uneconomical. 

Floors.  The  foregoing  is  a  description  of  the  construction  of 
a  combination  of  concrete  and  tile  floor.  The  hollow  tile  is  used 
only  to  occupy  space  and  make  the  floor  lighter  and  does  not  add 
any  strength  to  the  floor.  This  kind  of  floor  is  used  extensively. 
It  can  be  built  to  meet  almost  any  demand  and  can  be  made 
very  strong.  The  strength  depends  upon  the  size  of  the  joists, 
the  amount  of  reinforcing  steel  used,  the  grade  of  concrete  and 
the  length  of  the  span.  There  seems  to  be  no  limit  to  the  adapta- 
tion of  this  kind  of  floor. 

The  terra  cotta  tile  arch.  The  terra  cotta  tile  arch  is 
often  used  where  a  light  floor,  which  is  not  required  to  carry  a 
heavy  load,  is  desired.  The  arches  are  made  of  specially  con- 
structed hollow  tile.  It  is  necessary  to  have  a  form  upon  which  to 
build  these  arches.  The  floor  forms  previously  described  are  very 


124  INDIANAPOLIS  VOCATIONAL  SURVEY 

satisfactory  for  this  kind  of  work,  only  it  need  not  be  supported 
quite  so  strongly.  These  tile  are  moulded  in  a  wedge  shape, 
and  designed  to  reach  different  spans.  These  spans  and  different 
styles,  however,  are  to  a  great  extent  standardized.  The  architect 
must  keep  this  in  mind  when  he  is  planning  the  building.  The 
tiles  are  set  in  rows,  reaching  from  one  bearing  across  to  another. 
In  most  cases,  these  bearings  are  steel  I-beams.  The  first  tile 
of  the  row  fits  snugly  against  the  I-beams  the  next  tile  fits  against 
the  first,  and  so  on  across  the  floor.  These  tiles  are  so  designed 
and  moulded  that,  when  the  center  tile  of  the  row  is  placed,  the 
entire  row  becomes  keyed  or  locked.  They  are  laid  with  mortar 
between  them  and  are  carefully  placed.  When  the  mortar  is 
dry  and  hard  the  forms  may  be  removed  and  the  floor  becomes 
self-supporting.  This  floor  is  convenient,  fireproof,  and  can  be 
built  quickly.  Both  top  and  bottom  surfaces  are  flat,  thus  giv- 
ing a  good  plastering  surface  underneath  and  a  level  surface  for 
the  finished  floor. 

Reinforced  concrete  slabs.  Occasionally  reinforced  concrete 
slabs  are  made  without  any  tile  or  beams.  They  are  usually 
from  four  to  six  inches  thick,  and  do  not  reach  across  a  long  span. 
They  are  specially  adapted  to  places  requiring  a  thin  floor.  These 
slabs  can  be  made  very  strong  by  using  plenty  of  steel  rods  and 
concrete  of  rich  mixture.  This  kind  of  floor  requires  a  form  with 
a  tightly  laid  floor,  which  must  be  well  supported  and  braced. 

Cylindrical  forms.  In  certain  kinds  of  construction,  neither  of 
the  foregoing  methods  of  form  making  is  used.  In  one  particular 
case  the  columns  are  round.  Sheets  of  galvanized  iron  are  cut 
so  that  when  the  two  ends  are  brought  together  a  cylinder  equal- 
ing the  diameter  of  the  column  is  formed.  Angle  irons  are  riveted 
to  these  so  that  the  ends  can  be  clamped  together  with  bolts, 
thus  making  a  strong  form  which  is  easily  removed  when  the  con- 
crete is  hard.  These  forms,  when  filled,  assume  a  cylindrical 
shape,  and  are  in  themselves  strong  enough  to  hold  the  pressure 
of  the  concrete.  They  need  only  to  be  braced  so  that  they  will 
remain  perpendicular  while  the  concrete  is  being  poured. 

Ribbed  or  knocked  down  core  construction.  The  forms  for  the 
beams  are  made  in  the  same  manner  as  previously  described,  but 
the  floor  forms  are  noticeably  different.  Two  by  six  timber  are 
set  edgewise,  with  one  by  six-inch  boards  nailed  on  top,  the  edges 
of  the  one  by  six  being  even  with  the  sides  of  the  two  by  sixes. 
A  one  by  four  is  nailed  on  either  side  and  even  with  the  top  of 
this  joist.  The  joists  reach  from  one  girder  to  another  and  are 


FINDINGS  AS  TO  INDUSTRIES  125 

set  with  equal  spaces  intervening.  Special  corrugated  galvan- 
ized iron  forms,  called  tile  domes,  are  used  to  bridge  over  the  open- 
ings between  the  joists.  The  forms  are  in  short  sections,  U  shaped, 
and  set  with  crown  up,  the  ends  bearing  on  the  one  by  fours  that 
are  nailed  on  the  joists.  These  make  an  arch  reaching  from 
one  joist  to  another.  This  kind  of  floor  is  known  as  the  "ribbed 
or  knocked  down  core  construction."  The  openings  between  the 
tile  domes  on  top  of  the  joists  form  the  concrete  joists,  and  are 
reinforced  with  steel  rods.  After  the  floor  is  poured,  the  concrete 
is  four  by  five  inches  thick  over  the  domes.  The  joists  are  about 
twelve  inches  deep.  If  the  weather  is  warm  the  iron  forms  may 
be  easily  removed  at  the  end  of  five  or  six  days  by  taking  the 
one  by  fours  off  the  joists.  These  forms  may  be  used  on  the  next 
floor,  while  the  wooden  joists  are  left  in  place  to  support  the  con- 
crete joists  until  they  are  thoroughly  hard.  The  wooden  joists 
are  supported  in  the  same  manner  as  any  other  floor  forms.  The 
forms  for  this  kind  of  floor  are  very  simple  and  require  much  less 
lumber.  A  great  deal  of  the  carpenter  work  can  be  done  on  the 
ground,  then  assembled  in  place.  The  floor  itself  is  very  strong, 
reasonably  light,  and  very  desirable  where  a  level  ceiling  is  not 
demanded. 

Concrete  mixers  and  mixing.'  It  has  been  mentioned  already 
that  a  small  mixer  driven  by  gasoline  is  used  for  putting  in  the 
footings  and  foundation  wall.  A  mixer  with  a  large  capacity  is 
used  for  the  remaining  concrete  work.  The  mixer  always  stands 
near  the  hoist.  When  locating  the  mixer  a  suitable  place  for  the 
hoist  must  be  considered.  It  must  be  located  so  that  it  will  not 
interfere  with  the  building  processes  but  should  be  placed  in  easy 
access  to  the  wagons  and  trucks  hauling  materials.  Mixers  with 
capacity  of  about  one-half  cubic  yard  are  used.  They  are  of  the 
rotary  type,  driven  either  by  steam  or  electricity.  The  steam- 
driven  mixtures  require  an  extra  man  who  needs  to  be  a  licensed 
engineer. 

The  charge.  The  batch  or  charge  is  put  into  a  hopper,  then 
dumped  into  the  mixer.  While  this  batch  is  mixing  another  is 
put  into  the  hopper.  One  man,  sometimes  with  a  helper,  puts 
the  cement  into  the  hopper  and  sees  that  the  correct  amount  of 
sand  and  coarser  aggregate  is  put  in.  For  example,  a  charge  of 
one  part  cement,  one  and  one-half  part  sand,  and  three  parts 
gravel  is  commonly  used.  The  man  doing  the  charging  sees  that 
these  proportions  are  in  each  batch.  Another  man,  operating  the 
machinery,  dumps  the  charge  into  the  mixer  and  also  dumps  the 


126  INDIANAPOLIS  VOCATIONAL  SURVEY 

charge  after  it  is  mixed.  He  operates  the  valve  that  permits  the 
water  to  run  into  the  mixer  and  it  is  necessary  for  him  to  be  very 
careful  that  the  proper  amount  of  water  is  added,  so  that  the 
mixture  is  right.  Laborers  keep  a  supply  of  cement  near  the 
charging  hopper.  Other  laborers  wheel  and  dump  the  sand  and 
gravel  into  the  hopper.  The  concrete  that  is  used  in  all  rein- 
forced work  is  mixed  to  a  wet  consistency. 

Pouring.  The  mixer  is  so  arranged  that  the  mixed  concrete, 
when  dumped,  runs  directly  into  the  large  iron  bucket.  The 
bucket  is  then  hoisted  and  automatically  dumps  the  concrete  into 
a  distributing  hopper.  This  hopper  is  placed  on  a  side  of  the  frame 
work  of  the  hoist,  and  at  a  distance  of  forty  or  more  feet  above 
the  forms.  The  greater  this  height,  the  easier  the  concrete  flows. 
The  concrete  can  be  retained  in  this  hopper  or  permitted  to  run 
directly  into  the  spouting.  A  man  is  put  in  charge  to  regulate 
the  flow  of  the  concrete,  and  to  clean  the  hopper  if  any  of  the 
concrete  sticks  to  it.  If  the  place  of  pouring  is  within  reach  of 
the  spouting,  the  concrete  runs  directly  into  the  forms.  If 
not  within  reach,  the  concrete  runs  into  another  hopper  from 
which  it  is  run  into  wheelbarrows,  and  carried  to  the  forms. 
The  forms  for  the  columns  are  poured  first,  then  the  beams. 
The  floor  slabs  are  poured  last.  If  it  is  possible  to  let  the  concrete 
run  directly  from  the  spout  into  the  forms,  the  work  progresses 
more  rapidly  and  takes  fewer  men.  The  spouting  is  suspended 
from  a  boom  derrick.  This  derrick  is  fastened  to  the  framework 
of  the  hoist.  In  this  manner  the  end  of  the  spouting  can  be  easily 
carried  from  one  place  to  another.  The  concrete  should  cover  the 
floor  to  the  depth  of  three  or  four  inches.  It  is  necessary  to  have 
something  to  gauge  the  depth  of  the  concrete  when  pouring  the 
floor.  This  is  done  by  placing,  either  on  the  forms  or  on  the  tile, 
timbers  or  guides  whose  height  equals  the  thickness  of  the  floor.  A 
straightedge,  reaching  from  one  timber  to  another,  is  used  for 
striking  and  leveling  the  concrete.  When  a  section  of  floor 
has  been  leveled,  the  guides  are  removed  and  the  space  left  is 
filled  with  concrete.  Sometimes  a  large  stone  will  become  lodged 
between  the  reinforcing  rods,  or  between  the  rods  and  the  forms, 
this  causes  other  stones  to  become  lodged  and  thus  a  porous  place 
is  made  in  the  concrete.  This  is  prevented  by  spading  the  concrete 
with  a  shovel  or  a  flat  board.  The  spading  dislodges  the  stones 
and  permits  fine  aggregate  to  mix  with  the  coarse.  Some  strike 
the  steel  rods  with  a  shovel — this  makes  the  rods  vibrate,  thus 


FINDINGS  AS  TO  INDUSTRIES  127 

causing  the  fine  particles  of  the  mixture  to  settle  about  the 
steel.  The  pouring  usually  lasts  from  two  to  ten  days. 

Upper  floors.  While  the  forms  are  begin  poured  the  carpenters 
are  at  work  building  sections  of.  forms  that  are  to  be  used  for  the 
next  floor  above.  If  there  is  no  space  about  the  building  on  which 
to  do  this  work,  a  place  is  provided  nearby.  This  work  should  be 
done  under  cover,  so  that  bad  weather  will  not  interfere  with  the 
progress  of  the  form  building.  Just  as  soon  as  the  concrete  that 
has  been  poured  becomes  hard  enough  to  work  upon,  carpenters 
are  set  to  work  assembling  and  placing  the  sections  of  the  forms 
that  have  been  made.  When  the  forms  for  the  columns  are  in 
their  proper  place  and  sufficiently  braced,  the  forms  for  the  beams 
and  the  floor  are  built.  As  fast  as  any  of  the  forms  for  the  floor 
are  built,  the  hollow  tile  is  set  up,  the  reinforcing  steel  is  placed 
and  made  fast,  and  other  preparations  made.  When  the  forms 
have  been  completed  and  everything  is  prepared,  the  concrete 
workers  begin  their  work  of  pouring  the  concrete.  The  concrete 
must  be  thoroughly  hard  before  any  forms  are  removed.  The 
hardening  process  requires  from  two  to  six  weeks,  depending  upon 
the  weather,  the  time  of  the  year,  and  the  length  of  the  spans. 
During  the  hot  summer  months  concrete  will  dry  very  much  faster 
than  during  the  earlier  spring  and  fall  seasons.  There  is  a  ten- 
dency during  the  hot  weather  for  concete  to  dry  too  fast,  causing 
cracks  and  checks  to  appear  in  the  work.  To  avoid  this,  the  con- 
crete is  sprinkled  with  water  several  times  during  the  day  while 
the  hardening  process  is  going  on.  Since  these  forms  can  not  be 
removed  at  once  it  is  necessary  to  go  on  making  new  forms  for  the 
succeeding  floor. 

Whatever  method  is  employed  in  the  beginning  is  carried 
throughout  the  building.  Forms  for  all  the  columns,  beams  and 
floors  are  practically  duplicates  of  each  other.  If  any  of  the  forms 
that  were  first  used  can  be  torn  down  before  all  the  floors  have  been 
completed,  they  may  be  used  again  with  very  few  changes. 

Structural  steel  as  building  material.  Structural  steel  came  into 
use  as  a  building  material  to  meet  the  demand  for  taller  buildings 
than  could  be  built  with  masonry  walls.  Before  the  passenger 
elevator  came  into  use,  buildings  were  seldom  built  higher  than 
five  stories.  At  that  time  there  were  no  demands  for  walls  that 
masonry  could  not  meet.  But  after  the  development  of  the  eleva- 
tor it  was  possible  to  have  buildings  that  were  more  than  eight 
or  twelve  stories  high,  the  limit  imposed  by  masonry  walls. 


128  INDIANAPOLIS  VOCATIONAL  SURVEY 

Now  with  the  use  of  structural  steel  as  the  framework,  fireproof 
buildings  can  be  safely  built  high  enough  to  meet  any  demand. 

To  meet  the  demands  for  material  to  form  the  skeleton  frames 
of  skyscrapers,  the  shops  that  wer.e  equipped  to  furnish  steel  for 
bridges  developed  this  side  of  the  industry  so  that  to-day  a  struc- 
tural fabricating  shop  makes  the  steel  building  frames,  mill  build- 
ings, steel  water  tanks,  and  any  steel  parts  that  are  essential  to  a 
building  as  well  as  hoppers  and  conveyors. 

Fabricating  shops.  There  are  two  large  fabricating  shops  in 
Indianapolis,  and  others  that  do  fabricating  on  a  smaller  scale. 
The  larger  shops  do  steel  fabricating  exclusively.  One  of  the  shops 
employs  about  forty  men  in  the  dull  season  and  about  sixty  when 
in  full  operation.  Owing  to  the  present  rush  of  business  it  has 
seventy-five  men  employed.  Its  annual  capacity  is  twelve 
thousand  tons.  The  principal  products  are  bridge  and  building 
steel  which  it  ships  to  all  parts  of  the  country,  the  larger  part 
going  to  the  northwest.  The  other  large  shop  does  all  classes  of 
structural  and  fabricated  work.  In  addition  to  bridge  building 
and  mill  work,  it  makes  portable  machines  of  various  kinds,  such 
as  asphalt  plants,  concrete  mixers,  etc.  It  ordinarily  employs 
about  thirty-two  men,  but  at  its  full  capacity  employs  about 
forty  men.  Its  annual  capacity  is  8,500  tons.  The  smaller  shops 
do  small  jobs  of  fabricating  work,  mostly  of  an  ornamental  nature, 
such  as  fire  escapes,  steel  stairways,  grill  fences,  gratings  and  hand- 
rails. They  employ  from  eight  to  thirty  men,  depending  upon  the 
season  of  the  year  and  the  amount  of  work  they  have  to  do. 

Fabricating.  The  largest  part,  by  far,  of  all  fabricated  steel 
is  made  up  of  plates,  angles,  channels  and  I-beams.  The  proper 
material  for  a  section  is  selected,  marked  and  cut  by  the  yard 
foreman,  according  to  bills  of  material  made  from  the  blueprints. 
It  next  comes  to  the  hands  of  the  layer-out  who  marks  the  places 
for  all  rivet  holes,  drill  holes  and  cuts.  The  piece  then  goes  to 
the  punching  machine,  drill  press  or  to  the  shears  where  the  work 
indicated  is  performed.  When  all  the  pieces  that  are  to  form  the 
member  are  ready,  they  are  taken  to  the  fitter  who  assembles 
them  and  bolts  them  together  ready  for  riveting.  The  riveters 
put  in  the  rivets  of  proper  size  and  thus  complete  the  member. 
It  is  then  faced  off  and  given  the  "shop  coat"  of  paint.  As  soon 
as  the  paint  is  dry,  it  is  ready  to  be  shipped. 

Ornamental  metal  work  is  usually  forged  or  cast.  The  fitting 
work  is  usually  machined  and  most  of  the  holes  for  connecting 
are  drilled,  seldom  punched.  The  different  parts  of  the  work  are 


FINDINGS  AS  TO  INDUSTRIES  129 

fastened  together  by  rivets,  bolts  or  screws  and  sometimes  by 
welding.  There  is  a  great  deal  of  elaborate  ornamental  work  such 
as  grills,  handrailing,  gratings,  and  stairways  that  involves  much 
tedious  and  intricate  fitting  and  connecting,  all  of  which  must  be 
done  by  hand. 

Analysis  of  occupations.  There  is  little  distinction  made  be- 
tween men  in  the  various  occupations  in  ornamental  work  except 
those  very  highly  skilled  in  artistic  design  and  execution.  Most 
of  the  work  is  done  by  mechanics,  and  the  man  who  is  picked  to 
do  a  certain  job  depends  upon  the  foreman,  who  selects  the  man 
whose  ability  most  nearly  meets  the  requirements  of  the  job. 
The  most  distinct  job  in  the  ornamental  shop  is  that  of  the  black- 
smith, who  does  all  the  fireworking,  such  as  pointing  fence  pickets, 
etc.  In  the  frabricating  shop  the  unskilled  man  is  usually  started 
in  the  yard  handling  material.  He  receives  material,  places  it 
in  its  proper  storage  position  and  delivers  it  to  the  shop  when 
needed.  The  next  step  in  promotion  is  to  the  "bull  gang." 
The  bull  gang  transports  the  material  in  the  shop  from  place  to 
place,  as  it  is  needed  to  have  the  different  operations  performed 
upon  it.  The  "bull  gang"  is  responsible  for  keeping  each  operator 
supplied  with  material  with  which  to  work.  At  the  next  advance 
he  is  made  a  helper.  The  helpers  are  recruited  from  the  "bull 
gang"  or  from  new  men  who  have  had  experience  in  other  struc- 
tural shops.  The  punch  helper  assists  in  holding  the  material  that 
is  being  punched,  later  he  becomes  a  punchman  and  then  a  shearman. 
From  shearman  he  is  promoted  to  sticker.  The  sticker  receives 
the  red-hot  rivets  and  places  them  in  the  assembled  piece,  while 
the  riveter,  with  his  air  hammer,  drives  on  the  head.  The  riveter 
advances  to  fitter.  The  fitter  assembles  the  different  pieces  of 
material  that  have  been  cut  and  punched  into  the  form  of  the  built- 
up  member  and  bolts  them  together,  ready  for  riveting.  The 
rotary  planer  that  makes  finished  cuts  on  a  completed  member 
and  the  boring  mill  that  cuts  the  pin  holes  in  the  bearing  plates 
of  the  completed  members  require  skilled  and  specially  trained 
operators.  The  layer-out  marks,  on  the  plain  stock,  material 
points  and  lines  for  cuts  and  punches;  marks  the  size  of  holes  and 
puts  the  identifying  mark  on  the  piece.  This  work  requires  con- 
siderable trade  and  technical  knowledge  as  well  as  mathematics. 
His  helper  makes  the  centerpunch  marks  and  otherwise  assists 
the  layer-out.  The  greater  part  of  the  laying  out  is  done  with 
templates.  The  template  maker  must  be  able  to  read  and  check 
blueprints  and  must  have  an  appreciation  of  the  necessary  pro- 

6647—9 


130  INDIANAPOLIS  VOCATIONAL  SURVEY 

portions  of  the  parts  of  the  members  and  a  general  knowledge 
of  the  job  as  a  whole.  Skill  in  all  of  the  jobs  in  the  frabricating 
shop  is  acquired  by  experience.  From  the  time  a  man  begins 
in  the  material  yard  until  he  is  considered  proficient  enough  to 
run  a  machine  (usually  two  or  three  years)  he  acquires  the  knowl- 
edge of  the  shop  routing  and  general  shop  organization.  He 
learns  how  things  are  done  so  that  when  he  is  to  be  promoted 
he  is  by  no  means  ignorant  of  what  is  expected  of  him. 
It  is  estimated  that  it  costs  $75.00  to  $150.00  to  train  a 
new  man  to  acceptable  and  expected  proficiency  in  machine 
operation.  This  cost  includes  spoiled  material  and  the  foreman's 
time.  A  foreman  is  reluctant  to  spend  much  time  on  any  one 
whom  he  does  not  think  especially  adaptable.  Consequently, 
the  raw  man  in  a  structural  shop  has  very  little  chance  to  learn 
anything  except  that  with  which  he  would  come  in  contact  in 
the  routine  of  his  work. 

Erectors.  With  the  development  of  modern  buildings  re- 
quiring steel  construction  it  became  necessary  to  employ  men 
skilled  in  handling  ropes  and  rigging.  Naturally  these  men  were 
selected  from  among  seamen,  and  the  term  rigger,  applied  to  men 
who  did  this  work,  has  come  down  to  us.  The  men,  whose 
physical  qualifications  were  muscular  strength,  agility,  venture- 
someness  and  daring,  formed  what  quickly  became  a  distinct 
class  because  the  work  appealed  to  them  and  developed  their 
peculiar  skill.  Subsequently,  riggers  were  employed  on  all  build- 
ings where  pieces  had  to  be  handled  by  any  sort  of  hoisting  devices. 
When  the  height  and  weight  of  buildings  required  the  use  of  iron 
and  steel  in  their  construction,  riggers  were  the  ones  chosen  to 
do  the  work.  This  stage  marks  the  beginning  of  present-day 
erecting  as  a  distinct  occupation.  The  evolution  from  building 
rigger  on  part-iron  buildings  to  the  structural  erector  is  the 
development  of  the  occupation  as  a  distinct  vocation.  The 
development  of  the  erector  in  bridge  building  was  about  parallel 
to  that  in  buildings  so  that  the  structural  bridge  and  building 
erecting  trade  of  to-day  may  be  said  to  have  a  single  history. 
Until  lately,  and  even  to-day,  the  structural-iron  worker  has  been 
a  wanderer.  This  does  not  interfere  with  his  reliability  because 
he  finds  plenty  opportunity  for  change  in  the  routine  of  his 
work  and  acquires  new  knowledge  and  methods.  Few  jobs  last 
over  one  and  one-half  or  two  years  and  by  far  the  larger  number 
last  six  months  or  less.  With  the  development  of  the  organiza- 
tion of  ironworkers  there  has  come  a  certain  stability  and  growth 


FINDINGS  AS  TO  INDUSTRIES  131 

of  group  feelings,  so  that  now  a  man  will  frequently  settle  down 
to  live  in  one  community.  As  pointed  out,  the  structural-iron 
worker  is  essentially  a  rigger.  His  skill  comes  from  practice  and 
experience.  He  must  know  the  safe  loads  of  various  ropes,  cables, 
beams  and  members  of  the  structure  upon  which  he  is  working 
so  that  he  can  properly  place  the  derrick  and  other  lifting  devices 
in  their  successive  lifts.  He  should  know  how  to  do  anything 
in  connection  with  riveting  or  any  of  the  jobs  connected  with 
erection  of  the  structure.  He  must  be  a  good  mechanic  as  it  is 
often  necessary  for  him  to  make  alterations  on  parts  of  the  steel 
members  after  they  have  been  delivered  on  the  job. 

The  structuraHron  worker  usually  starts  as  laborer  on  some 
erecting  job;  very  often  he  is  picked  up  by  chance.  If  he  decides 
to  continue  in  the  trade  he  is  registered  as  an  apprentice.  His 
apprenticeship  is  spent  in  learning  rigging,  i.  e:  How  to  tie  and  use 
various  knots;  how  to  rig  up  several  kinds  of  derricks  and  hoist- 
ing devices;  how  to  handle  timber  and  steel  deftly  at  any  height. 
The  period  of  apprenticeship  lasts  eighteen  months,  at  the  end  of 
which  time  an  examination  is  given  for  journeymen  by  a  committee 
of  journeymen  erectors.  If  the  apprentice  passes  the  examina- 
tion he  becomes  a  journeyman.  K  he  fails,  he  has  two  more 
opportunities  for  examination  at  intervals  of  six  months.  If 
the  third  examination  results  in  failure  the  candidate  is  dropped. 
The  structural  and  ornamental  erector  must  be  of  sound  consti- 
tution and  physically  well-developed.  He  must  be  active,  have 
good  nerves,  steady,  and  possess  good  control  of  himself  when 
climbing  and  working  at  great  heights.  He  must  have  sufficient 
venturesomeness  because  lack  of  it  will  and  does  prevent  his 
being  employed  on  some  jobs.  The  lack  of  these  qualifications 
stands  in  the  way  of  advancement  and  steady  employment. 

The  first  step  in  the  erection  of  the  structural  steel  of  a  building 
is  to  set  and  rig  up  the  derrick  and  hoisting  engine.  There  are 
two  kinds  of  derricks  in  general  use :  The  guy  derrick  and  the 
stiff-leg  derrick.  The  guy  derrick  permits  the  boom  to  make  a 
complete  circle,  but  free  movement  is  restricted  because  the  boom 
must  always  be  low  enough  to  go  under  the  guys.  The  stiff- 
leg  derrick  permits  its  boom  to  swing  through  only  three-fourths 
of  the  circle.  The  vertical  movements  of  the  boom  are  unre- 
stricted through  this  arc.  It  may  be  that  the  kind  of  derrick 
used  is  selected  more  from  custom  and  familiarity  in  handling, 
rather  than  from  a  consideration  of  advantages  and  disadvantages, 


132 

except  in  special  cases.  The  derrick  is  used  to  lift  into  place  all 
the  different  members  and  sections  of  the  steel.  If  at  all  possible, 
it  is  set  so  that  all  the  members  of  two  stories  can  be  placed  without 
moving  the  derrick. 

The  first  member  of  the  structure  that  is  put  into  place  is 
one  of  the  columns.  The  columns  have  a  height  of  two  stories. 
When  two  adjacent  columns  are  erected,  a  second-story  floor 
beam  is  put  into  place  between  them  and  bolted.  These  are 
held  into  position  with  braces  or  ropes  while  another  adjacent 
column  is  erected  and  connected  to  the  former  by  a  second-story 
floor  beam.  This  may  be  continued,  or  a  third-story  floor  beam 
may  be  placed  at  the  top  of  the  column  and  bolted.  Whichever 
sequence  is  followed,  the  structure  is  assembled,  bolted  and  par- 
tially riveted  to  the  height  of  the  first  columns.  At  all  times 
the  different  members  are  temporarily  braced  and  held  firmly 
into  place  while  riveting  is  being  done.  The  derrick  is  then 
raised  to  the  height  of  the  third  Tloor  and  the  members  for  the 
fourth  and  fifth  stories  are  put  in  place.  The  erection  proceeds 
in  the  same  way  as  for  the  first  and  second  stories.  This  process 
is  continued  until  all  the  structural  steel  for  the  building  has  been 
assembled,  connected  and  bolted.  Usually  the  greater  part  of 
the  riveting  is  done  after  the  steel  has  been  assembled  and  tem- 
porarily fastened.  In  no  case  does  the  riveting  follow  closely 
to  assembling  of  the  members.  All  the  columns  are  made  to  be 
perfectly  plumb  before  the  riveting  begins.  After  the  rivets  are 
all  in  place,  all  braces  and  temporary  fastenings  may  be  removed 
and  the  structure  will  remain  plumb,  fixed  and  rigid.  The  stair- 
ways, fire  escapes,  grills,  handrailing,  doors  and  other  ornamental 
iron  are  put  up  after  the  walls  have  been  completed.  -This  work 
is  done  by  men  who  are  skilled  in  this  particular  line  and  are  often 
termed  as  "ornamental  erectors."  All  temporary  falsework, 
scaffolding,  derricks  and  other  equipment  is  removed  when  they 
are  no  longer  needed. 

Form  building  for  structural  steel  buildings.  The  method  of 
building  forms  for  floors  in  buildings  whose  skeleton  is  made  of 
structural  steel  is  somewhat  different  from  the  method  employed 
in  the  concrete  building.  However,  the  foundation  work  is  the 
same.  There  are  no  columns  and  only  occasionally  are  there 
any  reinforced  concrete  beams.  Often  concrete  is  poured  around 
the  steel  beams  as  a  protection  against  fire.  At  the  only  building 
of  this  kind  in  construction  at  this  time  in  Indianapolis,  the  forms 
for  the  floors  were  suspended  from  the  structural  steel.  The 


FINDINGS  AS  TO  INDUSTRIES  133 

joists  for  the  forms  rested  on  heavy  timbers  which  were  bolted 
to  the  steel  I-beams  immediately  above.  Forms  for  all  the 
floors  were  made  before  the  concrete  was  poured.  The  concrete 
was  dumped  into  wheelbarrows  at  the  mixer.  These  were  hoisted 
to  the  floor  that  was  being  poured  and  when  emptied  were  sent 
back.  The  hoist  employed  for  this  work  is  used  for  elevating 
other  building  material,  and  remains  until  the  building  is  complete. 

Ceiling  for  last  story.  One  method  of  making  ceilings  is  to 
suspend  heavy,  close-meshed  expanded  metal,  reinforced  with 
steel  ribs,  to  steel  I-beams,  then  cover  with  a  thin  layer  of  con- 
crete and  plaster  underneath.  Often  the  ceiling  is  made  similarly 
to  the  floor,  only  of  much  lighter  construction.  The  form  work 
for  ceilings  is  somewhat  different  from  the  floors,  since  ceilings 
need  not  be  as  strong  and  often  have  openings  for  skylights. 

Roof.  The  roof  is  usually  made  of  solid,  cast,  reinforced 
concrete  slabs,  a  construction  similar  to  the  floor  made  of  hollow 
tile  with  concrete  joists  between  the  thin  covering  of  concrete  and 
cement  on  top.  Sometimes  the  rough  concrete  is  covered  with 
tile,  closely  set  together  with  cement  mortar,  but  not  covered 
with  cement.  The  forms  for  the  roof  must  allow  for  the  pitch, 
and  for  openings  to  receive  skylights.  These  conditions  make 
the  form  work  irregular  and  more  difficult  to  build. 

Stairways.  The  stairways  are  not  built  until  after  the  forms 
for  the  floors  have  been  torn  away.  When  building  the  floors, 
openings  of  the  correct  dimensions  are  left  and  provisions  made  for 
anchoring  the  stairways  to  the  floors.  All  forms  about  the  stair- 
way openings  must  be  removed  before  the  stairways  can  be  started. 
First  the  forms  for  the  platforms  are  built,  then  the  forms  for  the 
steps  and  the  slab  that  carries  the  steps.  The  forms  are  so  con- 
structed that  they  make  a  smooth  surface  underneath  and  form 
the  steps  with  the  correct  rise  and  tread.  They  must  also  allow 
for  the  finishing  material  that  is  to  be  put  on  later.  The  stairways 
are  reinforced  with  steel  rods  and  expanded  metal  which  is  put 
in  place  and  fastened  firmly  so  that  it  will  stay  in  place  while 
the  concrete  is  being  poured.  In  most  cases  of  stairway  building 
the  concrete  is  carried  to  the  forms  in  wheelbarrows.  The 
treads,  risers  and  railing  are  not  finished  until  all  the  concrete 
and  plastering  work  is  done. 

Form  wrecking.  The  wrecking  of  the  forms  takes  place  as 
fast  as  the  hardening  process  of  the  concrete  permits.  The  forms 
are  assembled  in  such  a  manner  that  they  are  easily  taken  apart. 
Often  a  large  area  of  them  fall  at  one  time,  and  unless  care  is  exer- 


134  INDIANAPOLIS  VOCATIONAL  SURVEY 

cised,  there  is  danger  of  injury  to  the  workmen  from  the  falling 
timbers.  Also,  care  must  be  used  to  prevent  the  timbers  from 
breaking  when  they  fall.  The  timbers  and  sections  of  forms  are 
sorted,  the  nails  pulled  out,  the  concrete  cleaned  off  and  then 
carried  out  of  the  building.  All  waste  material,  broken  forms 
and  debris  are  removed,  leaving  the  floors  cleaned  and  ready  for 
the  work  that  is  to  follow. 

Outside  watts.  The  outside  walls  are  started  as  soon  as  some 
of  the  forms  can  be  wrecked  and  cleared  away.  Scarcely  ever 
are  the  walls  started  before  all  the  floors  have  been  poured.  If 
they  are,  they  must  be  protected  from  splattering  cement.  The 
cement  will  stain  the  walls  to  such  an  extent  that  they  are  very 
difficult  to  clean  and  often  can  not  be  cleaned  well  enough  to 
remove  the  stain.  Stone,  brick,  terra  cotta  and  granite  are  the 
most  commonly  used  materials  for  outside  walls.  In  some 
buildings  the  walls  are  built  of  brick,  with  stone  trimmings, 
such  as  window  caps  and  sills,  belt  courses,  bases  for  columns, 
columns,  corners,  panels,  etc.  In  certain  buildings  terra  cotta  is 
used  altogether.  In  other  buildings  the  outside  walls  are  made  en- 
tirely of  stone.  Others  have  the  walls  fronting  on  streets  made  of 
granite  panels  and  bases,  while  the  less  conspicuous  walls  are 
made  of  brick.  In  a  few  instances,  the  first  two  or  three  stories 
have  been  built  of  limestone  and  the  remaining  stories  built  of 
brick  and  trimmed  with  terra  cotta  or  stone.  Whatever  kind 
of  material  or  combinations  of  material  are  used,  the  prominent 
walls  are  built  of  better  material  than  those  which  are  less  prom- 
inent. Usually  no  attempt  is  made  to  make  finished  joints 
when  laying  brick  and  stone.  The  workman  uses  just  enough 
mortar  to  bed  the  brick  or  stone  to  make  it  lie  firm  and  true. 
If  too  much  mortar  happens  to  be  in  the  joints  it  is  raked  out 
before  it  becomes  hard.  The  joints  are  pointed  after  the  walls 
are  done.  This  work  is  done  by  experienced  men  and  is  done 
very  rapidly.  The  joints  in  terra  cotta  walls  are  generally 
pointed  and  completed  as  the  walls  are  built.  The  men  working 
on  the  outside  walls  work  from  a  swinging  scaffold.  These 
scaffolds  are  suspended  on  the  outside  of  the  building  by  wire 
cables.  The  cables  are  fastened  to  projecting  steel  I-beams 
that  are  near  the  top  of  the  building.  The  ends  of  the  cables 
that  hold  the  scaffolding  are  provided  with  a  small  windlass  that 
permits  the  scaffold  to  be  raised  or  lowered  very  easily.  All  the 
building  materials  and  mortar  is  placed  on  the  scaffold  within 
reach  of  the  workmen. 


FINDINGS  AS  TO  INDUSTBIES  135 

Inside  watts.  Inside  walls  are  built  when  their  construction 
will  not  interfere  with  the  progress  of  the  building.  These  walls 
do  not  carry  any  weight  other  than  their  own.  Their  main 
purpose  is  to  divide  the  floor  space.  They  can  be  set  almost 
anywhere  and  in  case  of  office  buildings  are  placed  to  accommo- 
date the  occupants.  The  most  common  materials  used  for  these 
walls  are  hollow  tile,  mack-o-lite,  metal  studding  and  expanded 
metal  covered  with  hard  plaster.  The  solid  plaster  walls  are 
used  where  a  very  thin  wall  is  desired.  The  hollow  tile  and  mack- 
o-lite  blocks  are  laid  with  mortar  and  then  plastered,  making  a 
wall  about  six  inches  thick.  Either  of  the  materials  mentioned 
are  light  and  make  a  fire  and  sound  proof  wall.  The  scaffolds 
used  for  the  inside  walls  are  built  with  boards  laid  across  trestles. 
The  trestles  are  about  four  and  one-half  feet  high,  portable, 
and  need  no  bracing. 

Installation  of  pipes.  All  sheet-metal  pipes  for  heating  and 
ventilating  and  all  other  pipes  that  are  inclosed  behind  partitions 
or  within  walls  are  installed  before  the  inside  partitions  are  set 
up,  so  that  work  is  not  delayed.  The  work  connected  with 
the  installation  of  the  heating  and  ventilating  system  in  the  base- 
ment is  not  done  until  the  basement  floor  has  been  completed. 
This  work  consists  in  connecting  the  various  distributing  pipes 
to  the  ventilating  fan.  The  registers  and  grates  covering  the 
openings  of  the  pipes  in  the  different  rooms  may  be  placed  any 
time  after  the  plastering  has  been  completed.  Such  work  as 
putting  up  cornices,  belt  courses,  downspouting,  setting  metal 
frames  and  sash  is  done  as  the  progress  of  the  building  requires. 
Siding,  inside  or  outside,  covering  pent  houses  and  erecting 
metal  skylight  frames  are  not  undertaken  until  the  outside  walls 
and  the  greater  part  of  the  roof  has  been  completed. 

The  interior  metal  trim  is  not  put  on  until  after  the  plastering 
has  been  done.  The  order  which  metal  trim  is  put  on  is  similar 
to  the  putting  on  of  wood  trim.  First,  the  door  frame  or  any 
interior  frame  is  set,  then  the  casing  is  nailed  on,  next  comes 
any  special  fixture  or  furniture.  The  base,  picture  moulding,  and 
doors  are  in  most  cases  the  last  part  of  the  trim  to  be  put  in  place. 
Anchors,  blocks,  or  any  preparation  needed  for  fastening  sheet- 
metal  material  is  provided  as  the  walls  are  built.  For  instance, 
it  is  often  necessary  to  place  blocks  of  wood  (wooden  bricks  as 
they  are  often  called)  or  metal  brackets  in  the  walls  to  which  the 
cornice,  belt  courses,  or  exterior  trim  may  be  fastened.  It  is 


136  INDIANAPOLIS  VOCATIONAL  SURVEY 

also  necessary  sometimes  to  make  similar  provisions  for  nailing 
on  the  interior  metal  trim. 

Door  and  window  frames.  The  door  and  window  frames  are 
set  in  place  as  there  is  need  for  them.  All  outside  frames  are 
provided  with  sills  to  rest  upon.  This  is  not  true  of  inside  frames. 
The  frames  are  set  level  and  plumb  to  coincide  with  general 
scheme  of  the  walls.  The  workmen  brace  them  in  such  a  way 
that  they  will  remain  in  their  proper  position  while  the  wall  is 
being  built  around  them.  The  inside  frames  are  not  set  until 
the  wall  has  been  built.  In  this  case,  wooden  plugs  are  driven 
into  the  mortar  joints  of  the  opening  left  for  the  frames,  to  which 
the  frames  are  fastened. 

Special  concrete  work.  Special  concrete  work  such  as  bases 
for  engines,  motors,  p  umps,  machines,  foundations  for  boilers 
and  tunnels  for  heating  and  ventilating  must  all  be  put  in  before 
the  basement  floor  is  laid.  This  work  is  done  soon  after  the  base- 
ment has  been  cleared  of  forms  and  debris.  The  men  in  charge 
of  the  setting  of  the  various  machines  and  equipment  direct 
the  building  of  the  concrete  work.  The  men  that  do  this  work 
may  or  may  not  belong  to  the  force  of  the  general  contractor 
of  the  building. 

Grounds  and  metal  corners.  Grounds  are  small  strips  of  wood 
usually  three-quarters  by  one  and  one-quarter  inches  in  cross 
section,  nailed  to  the  walls  and  are  used  by  the  plasterer  as  a 
guide  for  his  straightedge.  Metal  corners  are  strips  of  specially 
prepared  metal  that  are  nailed  on  outside  corners  of  walls .  They 
serve  as  a  plastering  ground  and  protect  the  corners  from  being 
broken  when  the  plaster  is  dry.  Only  a  small  portion  of  the  strips 
show  when  the  plastering  is  completed.  If  the  walls  are  decorated 
in  any  manner  these  corners  are  covered.  The  wooden  grounds 
are  put  on  wherever  it  is  desired  to  have  the  plastering  straight. 
Two  grounds  are  usually  put  around  the  walls  of  each  room. 
One  just  below  the  top  of  the  base,  which  is  to  go  on  later,  and  the 
other  underneath  the  picture  mold.  These  grounds  serve  as 
fixed  points  to  which  the  base  and  picture  mold  are  nailed  as  well 
as  guic'es  for  making  the  plaster  smooth  and  straight.  The 
grounds  and  metal  corners  are  nailed  to  wooden  plugs  that  are 
driven  into  the  mortar  joints  of  the  walls.  They  are  made  straight 
by  means  of  tightly  stretched  chalk  lines,  plumb  bobs,  levels 
and  straightedges. 

Lathing.  There  is  very  little  lathing  to  be  done  in  the  present 
fireproof  buildings.  However,  lath  is  needed  when  a  plaster 


FINDINGS  AS  TO  INDUSTRIES  137 

partition  is  built  on  metal  studding.  All  the  lath  used  in  the 
modern  buildings  is  some  form  of  expanded  metal.  Often  I- 
beams,  columns  aricf  curved  surfaces  could  not  be  plastered 
without  the  use  of  metal  lath.  These  laths  are  wired  in  position 
far  enough  in  advance  so  as  not  to  interfere  with  the  progress  of 
plastering. 

Plastering.  First  the  rough  or  brown  coat  is  spread  and 
left  to  dry  for  a  few  days,  then  the  finishing  coat  is  put  on.  The 
plasterer  uses  a  thin  steel  trowel  to  spread  the  plaster.  It  is  then 
made  approximately  level  with  a  darby.  The  final  smoothing 
and  leveling  is  done  with  a  long  straightedge,  using  the  plaster- 
ing grounds  as  guides.  The  workmen  must  use  enough  pressure 
when  spreading  the  plaster  to  force  it  through  the  openings  in  the 
lath  or  into  the  irregular  surface  of  the  wall.  There  are  two 
kinds  of  finishing  coats,  sand  finish  and  white  coat.  The  sand 
finish  is  a  thin  coat  of  plaster  spread  over  the  rough  coat,  then 
rubbed  level  with  a  float.  This  makes  a  flat  surface  but  is  rough. 
No  troweling  is  done.  The  float  used  for  this  is  a  handled  board, 
approximately  five  and  one-half  by  thirteen  inches,  covered  with 
a  good  grade  of  brussels  carpet.  The  carpet  is  particularly 
efficient  in  bringing  the  sand  to  the  surface  when  rubbed  over 
the  plaster.  The  white  coat  is  a  mixture  of  plaster  Paris,  lime 
and  water.  This  coating  is  very  thin,  is  applied  with  a  trowel 
and  polished  with  the  trowel  until  it  becomes  very  smooth.  As 
this  material  hardens  very  quickly,  the  workmen  must  be  careful 
that  their  work  does  not  become  hard  before  it  is  sufficiently 
polished.  Ornamental  plastering  is  done  directly  on  the  brown 
coat.  Some  of  the  ornamental  work  is  moulded  in  place  but 
the  greater  part  of  it  is  cast  at  the  factories,  then  taken  to  the  job 
and  put  up.  Boards  laid  across  trestles  are  practically  the  only 
kind  of  scaffolding  used  by  the  plasterers  in  office  buildings.  The 
height  of  the  trestles  depends  on  the  height  of  the  ceiling.  Where 
very  high  ceilings  are  plastered,  such  as  are  found  in  theatres, 
the  scaffolding  is  suspended  from  the  ceiling  with  wire  cables. 
The  platforms  of  these  scaffolds  are  made  of  wood  and  are  assem- 
bled on  the  floor.  Then  they  can  be  raised  to  the  proper  position 
by  means  of  small  windlasses  that  are  provided  for  each  cable. 

Plumbing.  The  plumbing  is  done  in  two  installments,  rough- 
ing in  and  finishing.  The  rough  work  includes  drains,  water 
lines,  gas  lines,  ventilating  stacks,  lead  work  and  all  plumbing 
that  is  concealed.  The  plumber  does  his  work  as  the  progress 
of  the  building  permits.  He  is  required  to  do  the  rough  work 


138  INDIANAPOLIS  VOCATIONAL  SURVEY 

before  the  building  is  plastered  and  the  finished  floors  are  laid. 
He  arranges  his  work  so  that  he  will  not  delay  other  workmen. 
All  his  work  is  tested  and  must  pass  inspection  before  it  can  be 
covered.  The  finishing  of  installing  fixtures  takes  place  after 
the  other  work  in  rooms  is  completed.  The  workman  then  must 
be  very  careful  that  he  does  not  damage  other  work. 

Heating  and  ventilating.  Steamheating  systems  are  used  in 
large  buildings  more  than  any  other.  Their  efficiency,  however, 
often  is  increased  by  the  installation  of  an  auxiliary  warm  air 
system.  Warm-air  heating  is  especially  adaptable,  where  forced 
ventilation  is  necessary.  Some  of  the  steampipes  may  be  in- 
stalled before  the  plastering  is  done  but  the  greater  number  is 
put  in  afterward.  Some  of  the  air  passages  are  built  of  brick 
but  the  greater  part  are  made  of  galvanized  iron  pipe.  These 
pipes  are  concealed  and  must  be  put  into  place  before  the  plaster- 
ing is  done  and  often  before  the  inside  walls  are  built.  The 
ventilating  pipes  are  made  and  installed  in  the  same  way  as  the 
heating  pipes.  Radiators  and  registers  are  installed  after  the 
plastering  is  done  and  the  floor  scompleted.  The  steam  and  hot- 
water  pipes  are  usually  wrapped  just  before  the  radiators  are 
installed. 

Sewers.  Underground  sewers  are  provided  to  connect  with 
the  drains  that  lead  to  the  different  floors.  They  are  also  con- 
nected with  different  floor  drains  that  may  be  in  the  basement. 
Outside  sewers  may  be  of  vitrified  tile.  Extra  heavy  cast-iron 
pipe  must  be  used  inside  of  the  building.  Some  of  the  sewers 
run  under  the  basement  floor,  others  run  along  on  the  outside 
of  .the  building.  They  are  either  connected  directly  with  the 
sewerage  systems  of  the  city  or  lead  to  a  sump  and  from  there 
into  the  city  sewer.  These  sewers  must  be  put  in  at  a  time  most 
convenient  for  the  other  work  going  on  in  the  basement  or  on 
the  outside  of  the  building. 

Basement  floor.  The  ground  upon  which  the  floor  is  to  be 
laid  is  leveled  and  made  wet  and  tamped.  Timbers  are  set  to 
gauge  the  depth  of  the  concrete.  Runways  are  built  for  the 
wheelbarrows  that  are  to  be  used  for  distributing  the  floor  material. 
The  concrete  grouting  is  mixed  according  to  the  specifications 
furnished  by  the  architect  of  the  building.  This  is  usually  mixed 
to  what  is  known  as  the  dry  consistency,  that  is,  wet  enough  that 
when  it  is  tamped  it  will  pack  firmly  together.  In  some  cases 
this  is  made  wetter  than  usual,  but  only  when  the  concrete  must 
stand  some  time  before  the  finished  coat  is  put  on.  The  advan- 


FINDINGS  AS  TO  INDUSTRIES  139 

tage  of  having  the  so-called  grouting  wet  is  that  a  more  perfect 
bond  is  formed  between  the  top  coat  and  the  concrete.  After  the 
grouting  has  been  placed  and  tamped  it  is  covered  with  a  thin 
layer  of  cement,  usually  a  half  or  three-quarters  of  an  inch  thick 
This  is  a  mixture  of  sharp  sand,  cement  and  water.  This  is  known 
as  the  top  coat  and  is  mixed  to  a  wet  consistency  so  that  it  will 
spread  easily.  When  this  has  been  poured  and  spread  over  the 
surface  of  the  concrete,  it  is  leveled  with  a  straightedge.  The 
floating  tends  to  settle  the  cement  and  bring  the  water  to  the  top. 
After  the  cement  stands  a  while  longer,  the  cement  finisher  pol- 
ishes it  with  a  trowel.  The  troweling  pushes  the  grains  of  sand 
down  into  the  mixture  and  brings  the  cement  to  the  top,  making 
a  smooth  surface.  The  more  the  trowel  is  used,  the  smoother 
the  surface.  The  time  elapsing  between  the  floating  and  the 
troweling  depends  entirely  upon  the  rapidity  with  which  the  water 
leaves  the  top  coat  and  runs  down  into  the  concrete  or  grouting. 
The  cement  finisher  must  be  experienced  in  order  to  tell  when 
the  proper  time  comes  for  the  polishing.  Different  materials, 
different  locations,  and  the  seasons  of  the  year  directly  affect 
the  time  required  to  set  the  cement.  This  method  applies  to 
all  the  cement  floors  that  are  built  directly  upon  the  ground, 
cement  walks  included. 

Terrazza.  Terrazza  is  a  mixture  of  sand,  cement,  marble 
screenings,  water  and  coloring  material,  and  is  mixed  to  a  wet 
consistency.  The  grouting  for  this  kind  of  a  floor  and  process 
of  putting  it  in  is  the  same  as  described  for  a  cement  floor.  How- 
ever, the  grouting  is  permitted  to  become  hard  before  the  top 
coat  of  terrazza  mixture  is  put  on.  Narrow  strips  of  wood  about 
five-eighths  of  an  inch  in  thickness  are  laid  upon  the  grouting  to 
gauge  the  depth  and  act  as  guides  for  leveling  the  terrazza  coat. 
The  workman  spreads  terrazza  mixture  over  the  grouting  and 
rakes  off  the  surplus  with  a  straightedge.  The  surface  is  then 
floated  and  troweled  until  the  mixture  is  firmly  packed  and  as 
smooth  as  possible.  When  this  coat  has  become  thoroughly 
hard  it  is  polished  with  carborundum  stone  until  it  is  very  smooth. 
There  are  two  methods  of  polishing — by  hand  and  by  machine. 
The  machine  work  is  faster  and  easier  on  the  workmen.  It 
does  good  work,  but  can  not  be  made  to  reach  into  corners  or  close 
to  the  wall  or  used  on  curved  surfaces.  Consequently  all  these 
places  not  reached  by  the  machine  must  be  done  by  hand.  In 
some  cases  hand  work  is  employed  entirely.  WThatever  method 
of  polishing  is  employed,  a  good  supply  of  water  is  kept  on  the 


140  INDIANAPOLIS  VOCATIONAL  SURVEY 

floor.  The  water  keeps  the  stone  and  the  surface  from  becoming 
heated,  keeps  the  stone  clean  and  thus  aids  the  polishing  consider- 
ably. The  carborundum  stone  cuts  the  marble  in  the  mixture  as 
well  as  the  rest  of  the  mixture,  so  that  when  the  polishing  is  com- 
pleted the  pieces  of  marble  will  show  in  different  sizes  and  shapes. 
The  natural  color  of  the  marble  in  a  setting  of  a  different  color 
produces  a  mottled  effect.  This  kind  of  a  floor  is  used  extensively, 
especially  for  hallways  and  corridors  in  office  buildings,  hotels 
and  theatres.  Seldom  is  any  special  design  attempted  but, 
sometimes  in  order  to  give  more  design,  or  to  break  the  smooth 
expanse  of  a  plain  floor,  it  is  divided  into  panels  and  borders  by 
laying  narrow  strips  of  small  marble  blocks.  The  sizes  of  the 
panels  are  determined  and  the  strips  of  marble  are  laid  .straight 
and  level.  These  serve  as  guides  for  leveling  the  terrazza  mixture 
after  it  is  spread.  The  polishing  of  this  kind  of  floor  is  as  described 
above. 

Base.  In  most  cases  when  cement  or  some  form  of  cement 
base  is  made  along  the  wall,  the  base  is  made  in  separate  sections 
from  the  floor  and  usually  made  before  the  floor  is  laid.  The 
outside  of  the  base,  where  it  joins  the  floor,  is  used  as  a  guide  or 
straightedge  for  striking  and  leveling  the  materials  that  go  into 
the  floor.  First  a  ground  is  nailed  along  the  wall  at  the  height 
specified  for  the  top  of  the  base.  This  is  used  as  a  guide  for  keeping 
the  top  and  front  edge  of  the  base  in  a  straight  line.  Then  a  tim- 
ber is  set  on  the  floor  to  retain  the  material  and  is  used  as  a  guide, 
when  striking  off  the  surplus  material.  The  concrete  is  tamped 
into  place,  then  raked  with  a  special  form  that  gives  it  the  desired 
shape  and  makes  allowance  for  the  top  coat.  The  cement  or 
top  coating  is  applied  at  once.  The  cement  is  plastered  on  to 
the  concrete  foundation,  struck  and  raked  with  a  special  form 
that  gives  the  same  shape  as  the  rough  work.  The  cement  is 
then  floated  and  troweled  in  the  same  manner  as  the  cement 
floor.  Special  tools  are  required  for  finishing  curved  surfaces. 
Should  the  concrete  at  any  time  become  too  dry  before  the  finish- 
ing coat  is  put  on  it  is  first  sprinkled  with  water  and  then  dusted 
with  a  very  thin  coat  of  pure  dry  cement.  This  makes  a  better 
bond  between  the  concrete  and  the  finishing  coat.  Terrazza 
base  is  made  in  the  same  way,  using  the  same  kind  of  forms.  It 
is  built  and  treated  like  terrazza  floor,  only  the  polishing  must 
be  done  by  hand.  No  terrazza  wainscoting  was  found  in  any 
building  in  Indianapolis. 


FINDINGS  AS  TO  INDUSTRIES  141 

Tile  floor.  Tile  of  which  floors  are  made  is  a  burnt-clay  pro- 
duct. Its  surface  is  very  hard,  smooth  and  vitrified.  The  tile 
blocks  are  made  into  various  shapes,  sizes  and  colors,  varying 
from  one-fourth  to  one-half  inch  in  thickness.  The  blocks  are 
very  accurately  made  and  will  fit  together  very  neatly.  They 
can  be  arranged  in  many  different  designs.  However,  the  de- 
signs used  in  this  city  are  not  extensive  and  follow  straight  lines. 
First  a  thin  layer  or  cushion  of  rich  mixture  of  cement  and  sand 
is  placed  upon  the  rough  concrete  work.  This  is  usually  mixed 
to  a  wet  earth  consistency  so  that  it  will  spread  easily  and  at 
the  same  time  not  be  too  soft.  This  having  been  spread  over  the 
surface,  is  leveled  with  a  long  straightedge.  Then  the  tile 
layer  places  the  tile  upon  the  cushion  according  to  the  design 
that  has  been  selected.  After  several  rows  of  tile  have  been  set, 
the  workman  places  on  the  tile  a  short  but  wide  straightedge, 
and  by  striking  it  with  a  mallet,  settles  the  tile  into  the  cement 
cushion.  In  this  way  the  tile  is  set  on  a  firm  foundation,  and 
can  be  easily  made  smooth  and  level  on  top.  Those  who  special- 
ize in  this  work  can  lay  this  kind  of  tile  very  rapidly.  The  greater 
part  of  the  tile  used  is  of  small  size  and  simple  design.  No  colored 
tile  is  used  except  to  lay  a  narrow  border  or  to  divide  the  floor 
in  blocks  or  panels.  The  tile  is  set  as  closely  as  possible.  What- 
ever joint  is  left  between  the  tiles  is  filled  with  a  special  cement. 

Tile  base  and  wainscoting.  Tile  base  and  wainscoting  is  used 
extensively  in  halls  and  corridors.  This  is  not  only  true  when 
a  tile  floor  is  laid  but  is  used  with  terrazza  floors.  The  base  is 
made  of  special  moulded  blocks  that  conform  to  the  wainscoting 
and  floor.  The  base  is  laid  first,  then  the  wainscoting  is  built. 
The  floor  is  built  last  and  is  neatly  joined  to  the  base.  The 
wainscoting  is  built  of  blocks  that  conform  to  the  color-scheme 
of  the  floor.  However,  only  one  color  of  tile  is  used.  The  blocks 
are  usually  of  a  medium  size  and  are  laid  very  much  like  brick 
only  that  the  joints  between  the  blocks  are  very  small.  Occasion- 
ally, however,  in  a  rustic  design,  larger  mortar  joints  are  made. 

Mosiac  floors.  A  mosaic  floor  is  made  with  different  shapes, 
and  sizes  of  colored  blocks  of  marble  worked  into  artistic  and  geo- 
metrical designs.  These  blocks  are  usually  small,  being  about 
one-fourth  inch  thick  and  having  a  surface  whose  area  is  approx- 
imately one  square  inch.  They  are  accurately  cut  and  when 
laid  fit  neatly  together.  Owing  to  the  high  cost  of  such  a  floor, 
very  little  of  it  is  being  used.  What  is  used  follows  a  very  simple 
geometrical  design  and  in  no  manner  approaches  the  ancient 


142  INDIANAPOLIS  VOCATIONAL  SURVEY 

Mosiac  art.  The  modern  method  of  laying  this  kind  of  floor  is 
very  much  the  same  as  that  of  laying  a  tile  floor.  The  workman 
must  be  careful  in  selecting  and  laying  the  blocks  so  that  when 
the  floor  is  completed,  the  colors  and  design  will  be  correct.  This 
work  is  very  much  simplified  because  the  mosaic  companies  that 
supply  the  marble  blocks  furnish  the  designs.  These  designs 
are  standard  stock  and  any  changes  from  them  often  incurs 
extra  heavy  expense.  Workmen  need  only  to  follow  the  instruc- 
tions and  diagrams  that  are  furnished  in  order  to  make  their 
work  correct.  The  base  for  this  floor,  if  any  is  used,  is  made  of 
narrow,  marble  slabs.  The  common  practice  is  to  use  a  marble 
wainscoting  and  let  it  run  to  the  floor. 

Marble  floors.  Many  floors  are  now  being  made  of  marble 
slabs.  These  slabs  are  rectangular  in  shape,  one  inch  thick  and 
have  an  area  of  about  one  square  foot.  These  slabs  are  laid  upon 
a  cement  cushion,  close  together  and  without  any  mortar  joint. 
This  makes  a  hard,  smooth  floor  that  will  stand  a  tremendous 
amount  of  foot  traffic.  For  this  reason,  it  is  especially  suitable 
for  floors  in  banks,  department  stores,  theatres,  and  hotel  lobbies 
and  entrances. 

Marble  panels.  Marble  is  being  used  extensively  for  wains- 
coting in  hallways  and  corridors,  stairway  railing,  railings  in 
banks  and  theatres  and  in  wash  and  toilet  room  construction. 
There  are  many  designs  and  methods  used.  Marble  construction 
in  its  various  uses  is  very  substantial  and  sanitary.  Practically 
all  of  the  slabs  are  one-inch  thick  but  vary  in  other  dimensions. 
The  slabs  for  wainscoting  are  long  enough  to  make  the  correct 
height.  They  are  set  level  and  plumb  so  that  they  form  a  straight 
plane  surface.  They  are  secured  to  the  wall  with  mortar  and  have 
a  small  joint  between  them.  This  method  of  setting  the  slabs 
is  used  wherever  they  are  placed  along  a  wall.  In  some  cases 
the  slabs  are  set  a  few  inches  apart,  then  a  narrow  slab  covers 
the  opening,  thus  dividing  the  surface  into  panels.  In  divid- 
ing the  floor  space  in  wash  and  toilet  rooms  the  slabs  are  fastened 
in  place  with  special  hardware.  All  these  slabs  are  cut  to  the 
right  size  and  polished  before  being  brought  to  the  building. 
Occasionally  the  workman  will  have  a  little  cutting  to  do  in  order 
to  make  the  slab  fit  correctly. 

Wood  floors.  It  is  common  practice  to  make  the  floors  in 
offices  and  guest  rooms  in  hotels  out  of  wood.  The  first  step  in 
building  this  kind  of  floor  is  to  provide  sleepers  to  which  the  floor 
may  be  nailed.  This  is  done  by  placing  strips  of  wood  upon  the 


FINDINGS  AS  TO  INDUSTRIES  143 

rough  concrete,  then  filling  in  between  them  with  concrete. 
The  strips  are  laid  with  equal  spaces  intervening  (which  are 
specified  by  the  architect),  leveled  and  fastened  in  such  a  manner 
that  they  will  remain  in  the  correct  position  while  the  concrete 
is  being  poured.  These  strips  are  of  such  a  shape  in  cross  section 
that  once  the  concrete  becomes  hardened  about  them  they  will 
be  held  firmly  in  place.  This  part  of  the  work  may  be  done  at 
any  time  after  the  forms  for  the  concrete  floors  have  been  torn 
away,  but  is  usually  done  before  the  plastering  begins.  The 
laying  and  scraping  of  the  floors  is  one  of  the  last  things  done 
in  the  room. 

Floors  in  general.  A  universal  method  of  building  floors  is 
employed  throughout  the  building.  The  only  difference  at  all 
is  in  the  basement.  Here  the  floors  are  built  upon  the  ground 
while  the  remaining  floors  are  built  upon  reinforced  concrete. 

Stairway  finishing.  The  placing  of  the  treads,  risers  and  hand- 
rail of  the  stairways  begins  after  the  plastering  is  done.  The 
treads  and  risers  are  made  of  a  material  that  will  match  the  floors 
in  the  corridor  and  are  treated  in  the  same  manner.  Allowances 
are  made  for  the  finishing  materials  when  the  reinforced  part  of 
stairways  is  being  done.  However,  on  the  steel  constructed 
stairways,  a  common  method  is  to  fasten  slabs  of  marble  to  special- 
ly prepared  places  on  the  steel  work  and  these  serve  as  treads  and 
risers.  In  some  cases  the  risers  are  made  of  steel  and  only  the 
tread  is  made  of  marble.  In  others  there  is  a  special  steel  tread 
made,  upon  which  cement,  terrazza  or  a  special  composition  is 
laid.  If  this  is  so  the  riser  is  made  of  steel  and  is  not  covered. 

Fire  escapes.  The  steel  fire  escape  stairways  may  be  plit  at 
any  time  after  the  outside  walls  have  been  built.  Anchors  for 
these  stairways  are  provided  at  the  time  of  the  building  of  the 
reinforced  concrete  or  erection  of  structural  steel.  The  State 
fire  inspection  laws  rigidly  govern  designs  and  methods  of  con- 
struction of  fire  escapes.  These  stairways  are  built  into  sections 
before  they  are  delivered  at  the  job  and  need  only  to  be  assembled 
and  put  into  place. 

Elevators.  The  work  of  installing  the  elevators  does  not 
begin  until  the  walls  around  elevator  shafts  have  been  completed. 
However,  many  anchors  for  fastening  guides,  cables,  etc.,  are 
put  in  place  as  the  walls  are  built.  The  elevators  are  built  and 
installed  either  under  separate  or  sub-contract.  The  men  who 
do  this  kind  of  work  are  experts.  Their  work  must  be  carefully 


144  INDIANAPOLIS  VOCATIONAL  SURVEY 

and  correctly  done  in  order  that  elevator  cars  may  work  smoothly 
and  insure  safety. 

Electric  wiring.  The  electric  wires  may  be  pulled  through 
the  conduits  immediately  after  the  forms  are  torn  down  and  are 
usually  pulled  before  the  plastering  is  done.  Many  of  the  insu- 
lated copper  wires  are  pushed  through  the  conduits,  but  it  is  very 
often  necessary  to  first  push  a  steel  or  iron  wire  through  the 
conduit  to  which  the  insulated  wire  is  fastened.  By  pulling  the 
iron  or  steel  wire,  the  insulated  wire  is  pulled  into  its  proper  place. 
Sometimes  it  is  convenient  to  pull  several  wires  through  at  the 
same  time.  This  process  is  kept  up  until  all  the  wires  are  in  the 
conduits.  The  workmen  must  be  careful  not  to  tear  the  wires 
or  break  the  insulation.  The  soldering  of  the  joints  takes  place 
at  the  drop  boxes  of  the  conduits  and  is  done  at  the  most  conven- 
ient time.  The  fixtures  are  not  installed  until  the  greater  part 
of  the  work  about  the  building  is  done. 

Interior  trimming.  The  door  and  window  casings,  base, 
picture  mold,  wall  cases,  doors  and  transoms  are  included  under 
interior  trimming.  Wherever  any  of  the  plastering  is  dry  enough 
the  work  of  trimming  is  begun.  The  material  is  ready  to  be 
used  when  it  is  delivered  at  the  job  and  needs  only  to  be  put  into 
place.  Practically  all  of  the  trimming  that  is  now  being  used 
in  the  city  is  made  of  wood.  However,  in  many  cities,  it  is  being 
replaced  by  trim  made  of  sheet  metal. 

Painting  and  decorating.  The  painter  usually  stains  and  fills 
the  wood  trim  before  it  is  nailed  into  place.  After  one  or  more 
rooms  have  been  trimmed  the  rest  of  the  painting  and  varnishing 
is  done.  The  glass  is  put  into  the  sash,  doors,  and  transoms  and 
the  walls  are  decorated  either  with  paint,  water  colors,  or  paper. 
The  floors  are  the  last  part  of  a  room  that  is  finished. 

Inspection.  Every  department  and  class  of  work  is  inspected 
at  various  times  by  the  different  building  inspectors.  All  the 
work  conforms  to  the  building  ordinances  of  the  city  and  the 
State  Department  of  Fire  Inspection. 

The  different  processes  of  the  work  in  erecting  any  style  of 
building  overlap  in  many  instances.  Many  different  divisions 
of  the  work  are  being  done  at  the  same  time.  Much  of  the  work 
depends  upon  work  that  precedes.  If  any  one  division  of  the  work 
is  not  completed  at  the  right  time,  others  will  be  delayed,  and  the 
entire  building  project  will  be  held  back.  For  instance,  if  the 
reinforcing  steel  or  the  conduits  for  electric  wires  are  not  placed 
at  the  right  time,  the  concrete  can  not  be  poured,  and  all  the  work 


FINDINGS  AS  TO  INDUSTRIES  145 

beyond  that  is  delayed.  Again,  if  the  plastering  grounds  are 
not  nailed  on  at  the  proper  time,  the  plastering  can  not  be  done 
and  the  finishing  of  the  building  is  delayed.  In  order  that  the 
building  progress  smoothly  and  rapidly,  the  work  must  be  managed 
so  that  all  the  different  divisions  can  be  going  on  without  con- 
flicting with  any  part  of  the  building  scheme.  The  overlapping 
and  interweaving  of  the  various  processes  and  departments 
often  makes  this  a  very  difficult  problem.  However,  under  good 
management  of  the  building  superintendent  and  his  foremen, 
all  the  work  progresses  rapidly  and  harmoniously,  and  one  can 
not  but  admire  the  speed  and  systematic  manner  in  which  the 
building  is  rushed  to  completion. 

Occupational  Analysis. 

The  carpenter  and  framer.  The  carpenter  and  framer  builds, 
assembles  and  puts  into  place  all  forms  for  columns,  beams,  walls 
and  floors;  cuts  and  nails  together  all  parts  of  wood  that  go  into 
forms;  places  and  nails  all  braces,  props  and  posts  that  hold 
forms  in  proper  place;  sets  all  grounds  and  guides  for  striking  and 
leveling;  builds  all  scaffolding  that  requires  sawing  and  nailing, 
and  special  runways  and  erects  all  hoists;  sets  door  and  window 
frames  and  all  wood  around  which  concrete  is  placed ;  and  operates 
the  woodworking  machine  that  is  on  the  job. 

Due  to  the  fact  that  there  is  a  great  deal  of  heavy  lifting  and 
climbing  in  this  kind  of  work,  these  men  need  to  be  strong,  steady, 
with  general  good  health  and  able  to  endure  exposure.  The  men 
must  be  careful  in  handling  materials,  walking  over  open-work, 
climbing  or  working  on  scaffolds,  for  carelessness  on  the  part  of 
one  man  may  result  in  jury  to  himself  or  his  fellow-workmen. 
Since  the  greater  part  of  this  kind  of  work  is  preparation  for  work 
to  follow,  it  is  necessary  that  the  carpenter  have,  in  addition  to 
a  thorough  knowledge  of  his  own  trade,  some  knowledge  of  all 
the  building  trades.  The  work  is  generally  rough  and  does  not 
demand  very  great  skill  in  the  use  of  tools. 

The  carpenter  and  joiner.  The  carpenter  and  joiner  sets  inside 
door  and  window  frames;  fits  and  hangs  sash,  doors,  transoms 
and  blinds;  cuts,  fits  and  nails  on  door  and  window  casings,  base, 
picture  moulding,  shelving  and  all  kinds  of  interior  trim  that  is 
made  of  wood.  The  nature  of  this  work  requires,  in  addition  to 
general  good  health,  men  who  possess  initiative  and  perseverance. 
The  workmen  must  be  skilled  in  the  use  of  a  large  number  of 

6647 — 10 


146  INDIANAPOLIS  VOCATIONAL  SURVEY 

different  tools  and  in  making  many  kinds  of  joints.  They  should 
know  how  to  dress  and  sand  lumber;  be  able  to  distinguish  dif- 
ferent kinds  of  wood;  select  and  match  lumber  with  similar  grain 
and  color.  It  is  necessary  for  them  to  keep  in  touch  with  modern 
styles  of  interior  trim  and  all  building  methods  that  are  new  to 
their  work.  They  should  be  posted  on  modern  methods  of  their 
line  of  work  and  be  able  to  solve  problems  that  are  outside  or 
their  experience.  The  workman  can  learn  the  trade-knowledge 
through  practical  experience  on  the  job  better  than  in  any  other 
way,  but  a  study  of  the  following  named  subjects  would  add  a 
great  deal  to  their  ability  as  an  efficient  workman :  Architectural 
drawing;  detail  drawing;  technical  knowledge  of  wood,  hardware 
and  other  building  materials;  trade  mathematics;  blueprint  read- 
ing; and  estimating. 

The  stair  builder.  The  stair  builder  makes  a  specialty  of 
wooden  stairways.  This  includes  the  handrailing,  balusters  and 
panel  work  that  is  connected  with  the  stairway.  The  work  calls 
for  mechanics  that  are  greatly  skilled  in  making  joints  and  doing 
close  work.  The  qualifications  of  the  stair  builder  are  about  the 
same  as  the  joiner  with  these  additions:  He  must  know  some- 
thing about  framing  in  order  to  build  the  rough  work  of  the  stair- 
way and  architectural  drawing  dealing  with  the  design  and  detail 
of  stairways. 

The  floor  layer.  The  floor  layer  lays,  dresses  and  sands  any 
kind  of  wood  floor,  but  specializes  in  laying  hardwood  floors. 
There  are  many  methods  and  styles  of  laying  floor  with  which 
the  workmen  should  be  familiar.  The  greatest  part  is  of  the 
plainest  and  most  simple  design,  but  the  workmen  often  lay  par- 
quetry flooring  in  different  kinds  of  wood  into  the  design  in  order 
to  produce  color  effects.  This  style  of  flooring  is  used  more  in 
business  offices  and  show  windows  than  anywhere  else.  Floor 
laying  does  not  require  a  broad  knowledge  of  the  carpenter  trade 
nor  skill  in  using  many  tools,  but  the  workmen  should  have 
skill  in  nailing  floor,  to  keep  it  straight,  level,  tight  and  free  from 
scratches,  hammer  marks  or  other  damage.  They  must  possess 
considerable  strength  and  endurance.  The  worker  must  get  his 
trade  knowledge  and  skill  from  experience  on  the  job.  But  those 
who  wish  to  broaden  their  knowledge  and  become  more  efficient 
would  be  greatly  benefited  by  making  scientific  study  of  the 
structure  of  different  woods  and  their  uses;  how  to  distinguish 
close  and  coarse  grain,  light  and  dark  colors;  and  how  to  match 
boards  according  to  grain  and  structure. 


FINDINGS  AS  TO  INDUSTRIES  147 

The  apprentice.  When  a  boy  undertakes  the  apprentice  work, 
he  does  the  work  of  a  helper.  He  does  what  he  can  do  best,  such 
as  sawing,  nailing,  carrying  and  lifting.  As  he  progresses  he  has 
more  constructive  work  to  do.  Later  he  does  his  own  measuring 
and  laying-out.  The  work  progresses  from  one  difficult  job  to  a 
more  difficult  one.  The  rapidity  with  which  he  advances  depends 
altogether  upon  his  ability  to  work  with  skill  and  speed.  At  the 
end  of  four  years  the  apprentice  is  supposed  to  be  able  to  do  the 
work  that  is  expected  of  a  journeyman  carpenter.  In  some 
cases  this  is  true,  depending  large y  upon  the  opportunities  offered 
and  the  rapidity  with  which  the  worker  grasps  the  various  phases 
of  the  work. 

The  greatest  handicap  confronting  the  apprentice  is  the  lack  of 
opportunity  for  a  variety  of  work.  This  may,  to  some  extent, 
account  for  his  lack  of  interest.  The  apprentice  is  given  no 
special  training  in  the  trade.  He  gains  the  greater  part  of  his 
knowledge  of  his  trade  and  building  construction  through  obser- 
vation. Those  who  have  some  skill  in  the  use  of  hand  tools  and 
possess  some  knowledge  of  the  building  trades  at  entrance  to  the 
trade  have  an  advantage  over  the  untrained  beginners. 

Stonemasons.  The  stonemason  lays,  with  or  without  mortar, 
all  rubble  work,  sets  and  points  all  cut  stone,  marble  or  slate  work 
(manufactured  material  customarily  called  stone).  Cuts  all 
shoddies,  broken  or  random  ashler  that  is  roughly  dressed  upon 
beds  and  joints,  and  rouge  ashler  not  over  ten  (10)  inches  in 
height.  Dresses  jambs,  corner  and  ring  stones  that  are  roughly 
dressed  upon  beds,  joints  or  reveals,  cuts  draft  upon  some  for 
plumbing;  points  and  cleans  all  stone  work. 

Considerable  skill  in  the  use  of  several  kinds  of  chisels,  ham- 
mers, mallets,  the  square  and  the  plumber  rule  is  required  in 
doing  first-class  work.  The  workmen  must  be  able  to  handle 
carefully  different  sizes  of  stone.  They  need  to  be  familiar  with 
the  different  kinds  of  stone,  especially  as  to  hardness,  stratifica- 
tion and  enduring  qualities.  The  demand  for  stonemasons  is  no 
greater  than  the  supply.  The  number  of  workmen  is  growing  less 
all  the  time.  It  is  reasonable  to  believe  that  within  a  short  time 
there  will  be  no  demand  for  stonemasons  and  that  their  work 
will  be  done  by  the  bricklayers. 

Stonecutters.  The  work  of  the  stonecutter  consists  of  cutting 
different  kinds  of  finishes  on  the  exposed  surfaces.  The  greater 
part  of  stone-cutting  is  done  by  machinery  but  often  there  are 
pieces  of  stone  of  such  a  shape  and  size  that  they  can  not  be  cut 


148  INDIANAPOLIS  VOCATIONAL  SURVEY 

by  machines  and  must  be  cut  by  hand.  In  some  cases  the  work 
of  the  stonecutter  is  similar  to  that  of  the  stonemason  and  is  often 
duplicated  by  him.  There  are  no  special  requirements  as  to  skill 
and  technical  knowledge  for  an  ordinary  stonecutter,  but  to  be- 
come a  first-class  mechanic  requires  a  thorough  knowledge  of 
place,  solid  and  descriptive  geometry  as  applied  to  the  trade;  a 
knowledge  of  the  chemical  and  geological  formations,  weight  and 
qualities  of  stone;  lifting  devices;  freehand,  mechanical  and 
architectural  drawing;  color  and  harmony  and  proportion  in 
buildings.  The  workman  should  be  able  to  read  plans  and 
sketches  so  that  he  can  cut  stone  to  dimensions.  The  most  com- 
mon deficiency  is  the  inability  to  visualize  and  lay  out  work 
accurately.  The  demand  for  workers  in  this  trade  is  no  greater 
than  the  supply.  In  fact  the  demand  for  workers  is  growing  less 
as  more  modern  machinery  is  introduced. 

Marble  setters.  The  work  of  the  marble  setter  includes  the 
setting  of  all  kinds  of  marble  panels,  partitions,  wainscoting,  base 
casing  and  all  kinds  of  marble  work  connected  with  bath  and 
toilet  rooms;  all  sorts  of  marble  floors,  treads  and  risers  for  stair- 
ways; building  of  balustrades,  handrailing,  marble  tables,  counters, 
office,  restaurant,  hotel  and  bar  fixtures.  The  marble  setter  must 
be  able  to  cut,  drill,  dress  and  polish  different  kinds  of  marble 
commonly  used  in  the  locality  as  to  hardness  and  stratification. 
Considerable  skill  in  the  use  of  a  variety  of  hand  tools  and  ma- 
chines is  required  in  the  process  of  the  work.  Care  must  be  taken 
that  the  work  is  not  broken,  chipped  or  otherwise  defaced.  There 
is  no  systematic  method  in  training  the  men  in  this  trade.  The 
only  way,  to  acquire  skill  and  proficiency  is  to  work  on  the  job. 
The  men  are  not  informed  concerning  the  technical  qualifications 
of  their  work  for  their  knowledge  has  been  gained  through  prac- 
tical experience.  Men  who  are  skilled  in  cutting  letters  and  in- 
scriptions receive  better  wages  than  other  workers  in  the  trade. 

The  bricklayer.  The  bricklayer  does  any  kind  of  brick  work, 
plain  or  ornamental,  inside  or  outside,  that  is  required  in  the  con- 
struction of  buildings.  He  also  sets  stone  trimmings  in  brick 
walls;  builds  walls  with  cement  blocks,  hollow  tile,  terra  cotta, 
mack-o-lite  and  other  materials  used  as  substitutes  for  brick  and 
stone;  sets  hollow  tile  for  reinforced  concrete  floors;  and  fire- 
proofing  materials.  The  work  is  not  limited  to  building  con- 
struction but  includes  any  class  of  construction  work  that- 
involves  the  use  of  the  materials  just  mentioned.  The  bricklayer 
must  be  proficient  in  building  straight  walls,  both  inside  and 


FINDINGS  AS  TO  INDUSTRIES  149 

outside,  inside  and  outside  corners,  chimneys,  air  passages  around 
door,  window  and  other  frames.  He  must  know  how  to  run 
arches  and  gables;  how  to  lay  terra  cotta  and  other  ornamental 
trimmings;  to  clean  point  the  walls  or  other  work  he  does;  how  to 
cut  openings  and  make  repairs  in  his  work.  The  bricklayer 
should  have  a  general  knowledge  of  the  many  materials  used  in 
masonry  construction;  the  substitutes  for  brick  and  stone;  differ- 
ent ingredients  of  mortar;  modern  building  construction;  modern 
methods  of  laying  brick  and  handling  material. 

Hodcarriers.  The  work  of  the  hodcarrier  consists  of  the  labor 
work  connected  with  the  erection  of  buildings.  In  Indianapolis 
his  work  is.  definitely  outlined  as  follows:  Tending  to  masons; 
mixing  and  handling  of  scaffolding  for  masons  and  plasters;  hang- 
ing of  centers  for  fireproof ers ;  handling  of  all  tile  and  terra  cotta 
work,  whether  done  by  hand  or  any  other  process;  clearing  of 
debris  (masons  and  plasterers  only)  from  buildings;  drying  of 
plastering,  when  done  by  salamander  heat;  and  the  handling  of 
dimension  stones.  The  nature  of  the  work  requires  men  of  con- 
siderable physical  strength  but  requires  no  technical  requirements. 

Cement  finishers.  The  cement  finisher  sets  timbers  (that  do 
not  require  a  carpenter)  for  striking  and  leveling  walks  and 
floors.  Directs  the  mixing  and  spreading  of  the  materials  that 
go  into  the  work;  levels  and  tamps  the  concrete  grouting;  spreads, 
floats  and  polishes  the  top  or  finishing  coat  of  cement;  protects  or 
directs  the  protection  of  his  work  from  rain,  freezing  or  any 
damage  that  is  likely  to  occur  from  being  used  too  soon.  Because 
cement  is  used  for  so  many  different  purposes,  the  finisher  should 
have  a  general  knowledge  of  the  service  that  his  finished  product 
may  undergo  after  it  is  completed.  The  greater  part  of  cement 
finishing  requires  the  workman  to  work  in  a  stooping  position  and 
often  at  long  periods  of  time  without  being  able  to  straighten  up. 
This,  together  with  the  vigorous  nature  of  the  work,  requires  him 
to  be  able-bodied,  possess  general  good  health  and  be  able  to 
withstand  considerable  strain.  In  order  to  conserve  his  strength 
and  expedite  his  job,  he  should  know  how  to  plan  and  do  his  work 
with  the  least  effort.  An  understanding  of  the  chemical  action 
of  the  hardening  process  of  concrete  would  undoubtedly  enable 
the  cement  finisher  to  cope  with  difficult  problems.  A  great  part 
of  the  cement-finishing  trade  must  be  learned  by  actual  experience. 
He  is  often  foreman  of  the  gang  of  men  that  is  doing  or  helping  to 
do  the  cement  work.  Therefore,  he  should  possess  a  general 


150  INDIANAPOLIS  VOCATIONAL  SURVEY 

knowledge  of  the  building  trades  and  building  materials  and  be 
able  to  perform  his  work  to  meet  existing  conditions. 

The  elevator  constructor.  The  elevator  constructor  does  the 
assembling  of  all  elevator  machines,  hydraulic,  steam,  electric, 
belt,  and  compressed  air.  The  assembling  of  all  guides,  either  of 
wood  or  iron;  the  setting  of  all  pumps  (where  pumps  arrive  on  job 
in  parts  they  are  connected  with  car  machinery)  and  hoisting,  in- 
cluding bells,  annunciators,  and  lights;  all  locking  devices  in  con- 
nection with  elevators;  and  all  work  in  the  erection  and  equipment 
of  an  elevator  complete.  The  workman  must  possess  skill  in 
handling  heavy  weights  and  objects  and  know  how  to  use  a  large 
variety  of  tools  and  different  equipment.  The  worker  should  pos- 
sess a  general  understanding  of  all  kinds  and  makes  of  elevators  and 
their  general  working  principles ;  all  sorts  of  lifting  devices  that  are 
used  in  the  process  of  assembling  and  installation,  and  general 
methods  and  principles  of  erection  and  installation.  It  is  neces- 
sary for  these  men  to  thoroughly  understand  the  building  laws 
that  govern  the  erection  of  elevators.  The  elevator  constructor's 
work  covers  certain  branches  of  many  other  trades,  in  fact,  the 
trade  is  largely  composed  of  specific  duties  that  other  tradesmen 
could  easily  do.  This  branch  of  the  building  trades  offers  an  un- 
usual opportunity  for  study  in  technical  and  mathematical 
courses. 

Painters  and  decorators.  The  work  of  the  painter  and  decor- 
ator extends  farther  than  the  work  connected  with  buildings  (see 
automobile  report).  So  far  as  buildings  are  concerned  he  does 
all  kinds  of  priming,  painting,  staining,  filling,  enameling,  graining, 
varnishing,  calcimining,  and  glazing,  exterior  and  interior.  This 
involves  the  mixing,  matching  and  applying  of  colors  and  stains  in 
a  satisfactory  manner  to  the  customer.  In  order  to  do  good 
and  satisfactory  work  it  is  necessary  for  the  painter  to  thoroughly 
understand  how  to  prepare  different  surfaces  before  applying  the 
paints,  which  often  means  the  removing  of  old  paint,  grease,  rust 
and  other  substances  that  will  not  make  a  good  foundation  for 
paint.  He  must  be  able  to  mix  and  apply  paint  to  meet  atmos- 
pheric and  other  conditions  that  affect  its  enduring  qualities.  He 
must  possess  considerable  skill  in  using  various  kinds  of  brushes 
so  that  he  will  not  waste  paint  nor  splatter  adjoining  surfaces  and 
at  the  same  time  progress  rapidly  with  his  work.  The  painter  is 
required  to  work  at  various  heights  and  often  under  dangerous 
conditions.  The  most  noticeable  and  common  deficiencies  among 
the  workers  are  that  they  can  not  satisfactorily  mix  the  painting 


FINDINGS  AS  TO  INDUSTRIES  151 

materials  to  match  given  samples  or  meet  given  specifications. 
The  workers  are  especially  interested  in  chemistry  of  paints,  such 
as  the  ingredients,  chemical  action  and  effects,  recognition  of 
good  and  bad  materials,  recognition  and  simple  test  for  adulter- 
ated and  dangerous  materials.  They  are  also  interested  in  the 
mathematics  of  the  trade,  blueprint  reading,  interpretation  of 
specifications,  taking  off  materials  and  estimating. 

Paperhangers.  The  paper  hanger's  work  consists  of  cutting, 
trimming  and  placing  all  materials,  of  whatever  kind  or  quality, 
applied  to  walls  or  ceilings  with  paste,  and  all  tacking  on  of 
muslin,  burlaps  or  other  fabrics  used  for  covering  walls  or  ceil- 
ings. Nearly  all  surfaces  to  be  covered  must  undergo  some  sort 
of  preparation.  This  means,  in  many  cases,  the  removing  of  old 
paper,  calsomine,  paint  or  whitewash.  Very  often  walls  or  ceil- 
ings that  have  never  been  covered  with  anything  need  to  be  sized 
or  treated  in  some  manner  to  aid  the  paste  in  holding  the  paper 
or  covering  material  firmly  to  the  surface.  Sometimes  there  are 
cracks  or  holes  which  must  be  filled  with  plaster  Paris  or  some 
similar  materials. 

The  workmen  must  be  skilled  in  the  use  of  such  tools  as  scissors, 
trimming  board,  paste  brush,  dry  brush  and  seam  roller.  He 
must  be  familiar  with  the  nature  and  texture  of  the  material  he 
uses  so  that  he  will  know  what  work  to  do  to  properly  prepare  the 
surface ;  to  mix  paste  to  the  consistency  which  will  give  the  best 
results ;  and  how  to  keep  the  paper  from  cracking  and  preserve  the 
color  of  all  materials.  Most  workmen  are  deficient  in  the  tech- 
nical requirements  of  the  trade.  As  a  result,  considerable  un- 
satisfactory work  is  being  done.  A  great  deal  of  good  material  is 
spoiled  on  account  of  the  ignorance  of  the  workmen.  Contractors 
and  workmen  who  are  competent  to  do  good  work  are  underbid 
by  men  who  are  incompetent.  Such  cases  seriously  handicap 
those  who  wish  to  do  first-class  work. 

The  men  engaged  in  the  trade  express  a  desire  for  technical 
training  along  those  lines  which  fit  their  trade. 

Sign  painting.  Sign  painting  includes  gold  leaf  work,  all  kinds 
of  advertising  painting  and  lettering,  from  small  lettered  signs 
on  card  board,  wood  or  cloth  to  large  [letter  and  pictorial  work 
on  walls  and  large  permanent  sign  boards.  Some  classes  of  work 
are  done  in  the  shop,  but  the  greater  part  must  be  done  on  walls, 
or  boards  outside.  The  sign  painter  must  possess  special  skill  in 
designing,  freehand  drawing,  and  lettering;  and  a  special  apti- 
tude for  fine  color  work.  Gold  leaf  work  requires  special  manip- 


152  INDIANAPOLIS  VOCATIONAL  SURVEY 

ulative  skill  in  using  the  hands,  knife  and  the  tip.  Men  who 
are  expert  gold  leaf  workers  have  plenty  to  do  and  receive  high 
wages.  Good  judgment  in  spacing  and  balancing  letters  and 
sentences  is  essential.  The  men  who  work  on  the  walls  and  sign 
boards  must  be  steady  and  able  to  work  on  swinging  scaffolds. 
Contractors  of  sign  painting  and  sign  painters  say  that  there  has 
not  been  enough  first-class  sign  painters  to  supply  the  demand. 
It  has  been  necessary  to  employ  poor  workmen  in  order  that  the 
contracts  for  signs  might  be  completed.  As  a  result,  the  quality 
of  work  has  been  lowered.  Considerable  difficulty  is  encountered 
in  finding  apprentices  that  have  the  ability  and  talent  to  learn 
the  trade.  The  contractors  in  this  work  are  interested  in  some 
sort  of  an  arrangement  whereby  boys  may  have  opportunity  in 
school  to  learn  the  technical  and  elementary  requirements  of  the 
trade,  and  determine,  if  possible,  those  who  have  the  ability  and 
talent  to  become  first-class  sign  painters. 

Hoisting  engineers.  The  hoisting  and  portable  engineers  oper- 
ate all  kinds  of  elevators  when  used  for  hoisting  any  material 
used  in  the  construction  of  buildings,  concrete  mixers,  derricks, 
pile-drivers,  steam  shovels,  air  compressors  and  pumps  whether 
driven  by  steam,  gasoline  or  electric  motive  power.  The  hoisting 
engineer  must  possess  a  general  knowledge  of  modern  building 
equipment  and  laws  governing  its  use,  a  working  knowledge  of 
the  machines  he  is  called  upon  to  operate,  so  that  he  can  make  ad- 
justments, keep  in  good  working  order  and  operate  it  safely. 
These  men  must  have  good  muscular  control,  steady  nerves  and 
be  alert.  The  least  carelessness  is  likely  to  cause  an  accident  re- 
sulting in  an  injury  to  workmen  or  damage  of  material.  There 
are  a  number  of  technical  qualifications  which,  if  possessed  by 
the  workmen,  would  undoubtedly  give  them  a  decided  advantage. 
One  of  their  common  deficiences  is  the  lack  of  knowledge  of 
strength  of  materials,  devices  used  in  the  work  and  weights  of 
loads.  The  knowledge  concerning  the  engine,  boiler  or  motor  is 
largely  the  same  as  that  of  the  stationary  engineer.  There  is 
no  way  to  get  training  in  operating  hoisting  machinery  other  than 
on  the  job.  There  is  no  systematic  method  of  training  men  for 
the  trade,  nevertheless  the  supply  of  hoisting  engineers  is 
adequate  to  meet  the  demand. 

Steamfitters.  The  steamfitter  does  all  the  work  required  in  the 
installation  of  hot  water,  vacuum  steam,  ice  making  and  refrig- 
erating plants;  this  involves  the  cutting,  threading  and  installa- 
tion of  all  pipe  connections;  installing  valves,  faucets  and  all 


FINDINGS  AS  TO  INDUSTRIES  153 

attachments  that  are  needed  to  complete  the  job.  He  installs  and 
connects  steam  and  hot  water  boilers,  tanks,  power  pumps,  re- 
frigerating plants,  pipe  railings,  power  pipes,  hydraulic  piping, 
air-pressure  systems,  fan  coils,  air  washers  and  heat-regulating 
systems.  He  sets  sleeves,  inserts,  thimbles  and  boxes  for  pipe; 
hangers  in  concrete  or  fireproof  tile  floors  or  walls  and  any  other 
preparatory  work.  He  dismantles  and  removes  pipes  and  fixtures; 
welds  pipe  with  oxy-acetylene  torch.  This  work  requires  a  broad 
knowledge,  not  only  of  the  steamfitting  trade  and  materials  used, 
but  of  general  building  construction,  and  the  standard  sizes  of  all 
fittings.  The  steamfitter  should  be  well  informed  concerning 
materials,  of  all  sorts  of  boilers  and  refrigerating  plants,  familiar 
with  all  the  State  laws  and  city  building  codes  that  deal  with 
health  and  sanitation  and  with  the  work  of  his  trade.  The  steam- 
fitter  is  often  required  to  lay  out  heating  systems  for  residences 
and  small  office  or  storerooms.  In  order  to  do  this  he  must 
know  something  about  mechanical  and  architectural  drawing. 
The  workers  are  anxious  to  take  courses  in  mathematics  related 
to  the  steamfitting  trade;  English,  blueprint  reading,  study  of  all 
modern  heating  and  ventilating  systems,  refrigerating  plants  of 
all  descriptions  and  modern  steamfitting  materials  and  tools. 
They  have  laid  special  emphasis  on  the  fact  that  they  wish 
access  to  all  kinds  of  good  books  and  literature  that  pertain  to 
their  trade.  Some  of  the  men  have  suggested  that  a  course  in 
mechanics  and  heat  be  offered. 

Plumber.  The  plumber  installs  all  rough  work  for  bathrooms, 
toilet  rooms,  culinary  equipment  and  all  equipment  of  the  plumb- 
ing nature  which  requires  interior  drainage.  Puts  in  all  neces- 
sary pipes  for  cold  and  hot  water  supply;  connects  all  fixtures; 
tests  for  leaks  and  defects  and  leaves  job  completely  ready  for 
use.  This  work  involves  the  measuring,  cutting,  threading  and 
connecting  the  different  sizes  and  kinds  of  pipe ;  measuring,  cutting, 
connecting  and  calking  cast-iron  sewer  and  ventilating  pipe; 
cutting  and  bending  lead  pipe;  wiping  lead  joints.  It  is  neces- 
sary for  the  plumber  to  know  the  names  and  uses  of  various 
elbows,  couplings,  unions,  valves,  faucets,  traps,  and  joints.  He 
should  be  able  to  distinguish  the  different  kinds  and  grades  of  all 
the  materials  he  uses;  he  must  know  the  different  kinds  and  makes 
of  the  various  plumbing  fixtures,  their  particular  uses  and  advan- 
tages. He  uses  a  large  variety  of  tools,  some  of  which  need 
special  care  and  adjustment.  Unless  the  plumber  is  familiar 
with  the  different  State  laws  and  codes  relative  to  plumbing  he 


154  INDIANAPOLIS  VOCATIONAL  SURVEY 

can  not  scientifically  and  satisfactorily  perform  his  work.  There 
are  no  special  physical  requirements  for  plumbers,  but  they  should 
possess  more  than  ordinary  strength,  for  at  times  they  are  re- 
quired to  do  heavy  lifting. 

Any  knowledge  the  plumber  possesses  or  may  acquire  concern- 
ing the  technical  part  of  plumbing  such  as  science  of  plumbing, 
mechanical  and  architectural  drawing,  mathematics,  drainage 
systems,  action  of  bacteria  in  sewage,  or,  a  general  knowledge  of 
modern  building  construction  will  give  him  a  decided  advantage. 

Sheet-metal  workers.  The  work  of  the  sheet-metal  worker  as 
related  to  the  building  industry  consists  of  the  installation  of  venti- 
lating ducts,  casings  about  vetilating  fans;  putting  up  conductor 
pipe  for  roof  drainage;  laying  different  kinds  of  metal  roof,  metal 
ceiling,  siding  and  lining;  metal  cornice;  belt  courses,  balustrades, 
railings,  interior  and  sheet-metal  decorations;  building  of  metal 
skylights  including  the  setting  of  the  glass;  concrete  forms;  cov- 
ering and  lining  boxes,  tables,  drawers,  and  vats  with  work  that 
is  done  on  the  different  kinds  of  buildings.  This  work  involves 
measuring,  laying  out,  marking,  cutting,  braking,  bending,  joint- 
ing, seam  making,  stamping,  punching,  crimping,  soldering  and 
painting.  The  amount  of  sheet  metal  used  in  building  construc- 
tion is  yearly  increasing  and  is  rapidly  replacing  other  standard 
materials.  For  these  reasons  there  is  an  unusual  opportunity  open 
for  skilled  mechanics  in  sheet-metal  work.  The  sheet-metal  worker 
is  required  to  know  the  names  and  uses  of  various  materials  used 
in  his  work.  Also  he  must  know  how  to  use  and  care  for  a  variety 
of  hand  and  bench  tools,  machines  and  shop  equipment.  These 
men  are  interested  in  architectural  detail  drawing  but  are  united 
in  their  opinion  that  they  should  first  study  drafting  as  it  pertains 
to  their  trade.  They  are  desirous  of  learning  how  to  lay  out 
patterns  and  all  sorts  of  development  work  that  they  need  in 
their  practice.  In  connection  with  this  they  wish  to  take  shop 
mathematics.  It  has  been  suggested  by  many  tradesmen  that  it 
would  be  worth  while  to  study  the  chemical  action  that  takes 
place  when  soldering  different  kinds  of  metal,  and  that  the  workers 
would  be  greatly  benefited  by  a  knowledge  of  the  chemical  prop- 
erties of  the  metal  they  use  and  the  chemical  effects  of  acids, 
liquids  and  atmospheric  conditions  on  the  metal. 

Electrical  workers.  The  duties  of  electrical  workers  as  out- 
lined in  Indianapolis  covers  all  kinds  of  electric  work  excepting 
that  which  has  been  conceded  to  the  elevator  contractors.  But 
their  work  as  related  to  the  building  industry  consists  of  putting 


FINDINGS  AS  TO  INDUSTRIES  155 

up  and  installing  conduits,  switch,  drop  and  outlet  boxes.  This 
involves  measuring,  cutting,  threading,  bending  and  connecting 
conduits  to  different  boxes  and  switchboxes.  They  pull  in  wire, 
make  connections,  install,  connect,  solder  and  tape  all  kinds  of 
electric  wires  and  cables.  Lay  out  circuits,  bore  holes,  install 
knobs  and  cleats;  cut,  fit  and  put  up  wood  and  metal  moulding 
for  connecting  electric  wires.  The  second  part  of  the  work  con- 
sists of  putting  up  sockets,  fixtures,  and  large  lights;  installing 
switchboards,  motors,  electric  stoves,  meters;  signs  and  all  sorts 
of  electrical  equipment.  Some  of  the  men  are  able  to  estimate 
amounts  of  material  and  time  to  do  the  work;  however,  the  ma- 
jority of  them  are  deficient  in  this  part  of  the  work. 

The  worker  must  be  familiar  with  the  ordinances  and  laws 
governing  the  installation  of  electric  wires,  apparatus  and  equip- 
ment. It  is  necessary  for  the  workers  to  keep  in  touch  with  many 
new  ideas  introduced  into  this  work. 

There  is  considerable  technical  and  mathematical  knowledge 
that  the  electrical  workers  should  know  but  have  no  opportunity  to 
learn  while  on  the  job. 

Plasterers.  The  plasterers  spread,  float  and  trowel  rough  and 
finishing  coats  of  plaster,  plain  or  ornamental  when  done  with 
lime  mortars,  cement  composition  or  patent  plastering  materials. 
Their  work  includes  all  surfaces  that  are  plastered,  either  interior 
or  exterior.  Make,  place,  point  and  finish  different  kinds  of 
ornamental  moulding,  casts,  models,  cornices  and  panels.  Make 
and  run  moulding,  panels  and  other  ornamental  casts  in  place. 
Puts  on  cement  wainscoting  and  veneers,  does  all  kinds  of  stucco 
work,  puts  base  or  foundation  coat  of  plastering  on  walls  where 
tile  is  to  be  laid,  lays  out  and  cuts  templates  and  molds  for 
running  mouldings,  cornices,  etc.  The  plasterer  must  possess  con- 
siderable skill  in  the  use  of  the  hawk,  trowel  and  darby.  Consider- 
able difficulty  is  encountered  in  the  plastering  business  due  to 
the  inability  of  many  workmen  to  keep  their  work  straight  and 
smooth;  to  make  good  corners,  angles  and  miters.  Also  it  is 
difficult  to  find  plasterers  who  can  do  satisfactory  stucco  work, 
especially  when  attempting  to  match  a  given  sample  or  old  work. 
There  is  a  good  opportunity  for  plasterers  wTho  wish  to  become 
experts  in  stucco  work.  Any  workman  who  can  do  this  sort  of 
work  so  that  it  will  not  crack  or  check,  remain  solid,  and  perma- 
nent enough  to  withstand  the  atmospheric  conditions  for  reason- 
able numbers  of  years  and  at  the  same  time  be  able  to  satisfy  his 
customers  in  regard  to  color,  neatness  and  architectural  harmony 


156  INDIANAPOLIS  VOCATIONAL  SURVEY 

would  undoubtedly  find  plenty  to  do.  Stucco  is  to  a  noticeable 
extent  displacing  wood  for  exterior  use  on  buildings,  costs  about 
the  same,  and  is  preferable  because  it  is  fire  resisting  and  does 
not  need  paint. 

Although  some  of  the  men  are  deficient  in  manipulative  skill 
the  greater  number  of  workers  are  deficient  in  the  technical  knowl- 
edge of  the  trade.  They  are  interested  in  mathematics  of  the 
trade,  blueprint  reading,  architectural  drawing  and  detail,  taking 
off  materials  and  estimating,  experimental  study  of  plaster,  stucco 
and  plastering  materials.  The  apprentices  are  in  special  need  of 
training  in  the  technical  requirements  of  the  trade. 

Structural  and  ornamental  iron  workers.  The  erectors  assemble 
and  put  into  place  in  a  permanent  manner  all  the  different  steel 
and  cast-iron  members  and  sections  of  buildings;  including  the 
steel  in  concrete,  fire  escapes,  inside  stairways  and  railings,  grat- 
ings, grills,  steel  sash,  supports  for  boilers,  rolling  shutters  and 
curtains;  iron  frames,  iron  doors,  elevator  and  dumb  waiter  en- 
closures, iron  ventilators,  all  kinds  of  metal  chutes,  and  steel  work 
for  signs.  They  set  and  rig  erecting  equipment  such  as  derricks, 
hoisting  engines,  concrete  hoists  and  conveyors,  booms  on  hoist- 
ing towers;  move,  lift  and  place  heavy  pieces  of  machinery  and 
equipment,  such  as  stationary  engines,  dynamos,  motors,  fire- 
proof vaults  and  safes;  erect  steel  towers,  steel  stacks,  bunkers, 
bridges,  viaducts,  all  kinds  of  conveyors,  blast  furnaces,  ship 
hoists  and  top  rigging,  traveling  cranes,  ash  pans  and  hoppers;  all 
sorts  of  metal  tanks.  Very  little  pile  driving  and  no  wharf  build- 
ing is  done  in  the  city,  but  this  kind  of  work  belongs  to  the  erector. 
The  wrecking  or  repairing  of  any  steel  or  cast-iron  structure  or  equip- 
ment is  done  by  the  erector.  The  working  conditions,  either  for 
the  erector  or  fabricator,  are  practically  the  same  in  this  city  as  in 
any  other  part  of  the  country. 

A  study  of  the  following  would  add  very  much  to  the  efficiency 
of  the  workman :  Freehand,  mechanical  and  architectural  draw- 
ing; making  and  interpreting  specifications;  correct  measuring  for 
laying  out  work;  mathematics;  mechanics;  modern  methods; 
chemistry  and  manufacturing  process  of  steel  and  iron;  strength 
of  materials;  material  testing. 

The  fabricator  or  shopman  would  probably  be  more  benefited 
by  this  than  the  erector,  for  the  shop  work  is  more  specialized  and 
the  fabricator  does  not  have  much  opportunity  to  gain  a  broad 
knowledge  of  his  work. 


FINDINGS  AS  TO  INDUSTRIES  157 

X.  SALESMANSHIP. 

According  to  a  calculation  made  by  the  Survey,  the  number  fo 
retail  mercantile  establishments  in  Indianapolis  is  approximately 
2,500.  The  census  of  1910  gives  the  total  number  of 
employees  in  retail  stores  at  that  date  as  8,408,  the  number  classi- 
fied as  salespeople  and  clerks  being  6,5 14,  or  approximately  four-fifths 
of  the  total.  The  twenty-five  stores  surveyed  employ  norm- 
ally 2,446  salespeople,  of  whom  2,075  or  85.5  per  cent  are  in  the 
department  stores  and  the  5  and  10  cent  stores,  the  remaining 
371  being  distributed  among  eleven  stores  of  miscellaneous  char- 
acter: Comparatively  few  workers  under  sixteen  years  of  age 
are  employed  in  the  stores  surveyed  other  than  the  department 
stores  and  the  5  and  10  cent  stores. 

In  the  period  from  April  1,  1913,  to  July  1,  1916,  work  permits 
were  issued  by  the  attendance  department  of  the  public  schools 
to  1,362  young  people  entering  upon  employment  in  retail  stores. 
Of  these  permit- workers,  335  were  boys  and  1,027  were  girls. 

According  to  lists  of  employees  prepared  by  employers  incon- 
nection  with  the  school  census  enumeration,  the  eleven  depart- 
ment stores  and  the  three  5  and  10  cent  stores  were  employing  on 
April  1,  1916,  1,073  workers  14  to  20  years  of  age,  the  number  of 
boys  in  this  age  group  being  270  and  of  girls  803.  Of  these  em- 
ployees, 191 — forty-six  boys  and  145  girls — were  under  16  years 
of  age;  fifty-three  boys  and  125  girls,  or  a  total  of  178,  were  16 
years  of  age;  and  171  boys  and  533  girls,  or  a  total  of  704  workers 
were  17  to  20  years  of  age.  The  younger  boys  in  this  group 
of  workers  were  wagon  boys,  stock  boys,  or  boys  employed  in 
the  delivery  departments.  Girls  under  16  were  employed  as 
wrappers,  inspectors,  or  cash  girls,  since  no  girls  under  16  are 
allowed  to  sell.  Most  of  the  workers  under  16  years  of  age 
hope  at  some  time  to  become  members  of  the  salesforce,  and 
it  is  safe  to  assume  that  a  majority  of  those  from  16  to  20  are 
already  in  selling  positions,  though  numbers  of  the  boys  may  be 
in  the  delivery  department  or  in  the  stockrooms. 

The  demand  for  juvenile  labor  is  constantly  increasing,  though 
many  employers  refuse  now  to  employ  boys  and  girls  under  16 
years  of  age,  because  of  trie  law  restricting  the  hours  of  labor  for 
this  class  of  workers.  The  present  year  sees  no  dimunition  in  the 
number  of  work  permits  issued  for  the  junior  workers.  Work  is 
plentiful,  and  when  work  is  plentiful,  fewer  boys  and  girls  are  found 
in  the  schools. 


158  INDIANAPOLIS  VOCATIONAL  SURVEY 

In  view  of  the  fact  that  there  were  in  the  fourteen  stores 
for  which  age  data  were  tabulated,  882  junior  workers,  i.  e: 
Workers  16  to  20  years  of  age  among  the  salesforce  and  191 
boys  and  girls  under  16  who  are  hoping  fo  promotion  to 
the  salesforce,  it  is  clearly  evident  that  a  great  opportunity  is 
opened  up  to  the  State  and  the  city  for  instituting  training  in 
salesmanship.  Furthermore,  the  fact  is  not  to  be  disregarded 
that,  the  presence  of  such  large  numbers  of  untrained,  and  unskilled 
workers  among  the  younger  employees  is  the  vital  factor  in  the 
alarming  "labor  turnover,"  which,  as  has  been  shown  in  several 
instances,  amounts  to  100  per  cent  and  more.  The  need  of  training 
is  evident,  and  it  is  an  imperative  duty  of  school  authorities  to 
provide  such  training  in  order  that  these  young  people  may  not  be 
left  to  drift  about  from  occupation  to  occupation. 

Only  a  small  number  of  junior  workers  were  found  outside  of 
the  department  stores  and  the  5  and  10  cent  stores.  This  would 
seem  to  indicate  that  the  smaller  retail  stores  prefer  to  employ 
maturer  salespeople  with  experience  gained  elsewhere,  except 
perhaps  the  shoe  stores  which  have  to  depend  upon  young  men 
without  experience  to  assist  in  handling  their  Saturday  trade. 

In  line  with  all  modern  progressive  stores  three  of  the  four 
large  department  stores  have  been  giving  training  to  their  sales- 
people through  educational  directors  employed  by  the  store.  One 
5  and  10  cent  store  provides  talks  by  the  manager  for  the  selling 
force,  and  in  the  smaller  department  stores,  attempts  have  been 
made  to  give  instruction  regarding  the  character  of  the  merchan- 
dise handled.  These  efforts  show  that  interest  in  training  the 
worker  on  the  job  is  widespread. 

As  the  Survey  progressed  in  its  study  of  the  retail  tores,  and 
as  employers  through  visits  of  the  Survey  staff,  and  through  con- 
ferences became  familiar  with  the  plans  of  the  Survey,  a  real 
enthusiasm  and  a  genuine  spirit  of  helpful  co-operation  developed. 
These  conferences  crystallized  the  efforts  of  the  Survey,  and  four 
large  establishments  entered  into  trade  education  agreements 
"whereby  employees  may  pursue  courses  under  proper  agreements 
between  the  school  city  of  Indianapolis  and  such  establishments 
as  may  enter  into  this  plan  for  promotion  of  vocational  education." 
Other  merchants  have  since  signified  a  willingness  to  sit  in  con- 
ferences with  the  director  of  the  Survey  and  have  manifested  a  dis- 
position to  consider  similar  agreements. 

According  to  the  agreement  the  school  city  of  Indianapolis 
pledges  itself  "to  insure  to  young  people  who  wish  to  become 


FINDINGS  AS  TO  INDUSTRIES  159 

efficient  salespersons  proper  training,  employment,  and  a  suc- 
cessful career."  The  school  authorities  by  the  advice  and  recom- 
mendations of  the  committee,  appointed  as  per  agreement,  further 
"agree  to  standardize  the  entrance  requirements,  the  equipment, 
the  courses  of  study,  the  methods  of  instruction,  the  qualifications 
of  the  teachers,  the  methods  of  testing  the  pupils,  and  so  forth 
while  in  the  schools,  and  the  graduation,  and  the  placement  of  the 
pupil  in  the  stores  after  graduation." 

The  study  of  specific  occupations  brought  forth  interesting 
data  in  regard  to  the  standards  of  educational  efficiency  which 
department  store  employees  in  all  positions,  including  those  of 
large  and  of  small  responsibility,  set  for  themselves.  Many 
efficient  men  and  women  are  found  in  the  stores,  well  acquainted 
with  merchandise,  store  system,  and  store  practice,  who  have  had 
little  schooling,  but  invariably  from  executives  came  the  idea  that 
graduation  from  the  school  of  commerce  or  a  recognized  college 
is  desirable  for  department  store  management  and  high  school 
and  business  training  for  those  in  selling  positions.  It  was  con- 
stantly deplored  that  so  little  provision  was  made  by  the  store 
for  lectures  by  men  who  are  experts  in  their  particular  line  of 
merchandise.  There  is  a  dearth  of  literature  on  the  history  and 
manufacture  of  the  merchandise  handled  in  the  stores.  Sales- 
people would  gladly  read  such  literature  if  it  were  available. 
Trade  journals  and  periodicals  are  valuable  in  that  they  keep 
their  readers  informed  about  styles  and  the  business  side  of  buy- 
ing and  selling,  but  they  reach  few  of  the  salespeople. 

Reference  has  already  been  made  to  the  fact  that  a  great  oppor- 
tunity is  open  to  the  city  for  instituting  training  in  salesmanship, 
because  of  the  many  young  people  who  seek  employment  in  de- 
partment store  service.  That  two  of  the  local  high  schools  have 
offered  salesmanship  for  two  semesters  past,  and  the  third  one  for 
the  past  semester,  marks  the  beginning  of  the  real  vocational  idea 
in  the  Indianapolis  public  schools  in  that  the  classes  in  salesman- 
ship prepare  for  wage-earning.  It  is  not  insignificant  of  what  the 
vocational  schools  of  the  future  may  accomplish  to  note  that  the 
three  classes  in  the  local  high  schools,  with  a  total  enrollment  of 
forty-six  girls  at  the  end  of  the  semester,  working  on  Saturdays 
during  the  four  months  from  September  to  December  inclusive, 
did  approximately  590  days  work  in  the  department  stores  and 
earned  a  total  of  $609.02. 

The  following  study  is  an  attempt  to  set  forth,  by  means  of 
charts  and  descriptive  text,  the  requirements  and  ideals  of  the 


160  INDIANAPOLIS  VOCATIONAL  SURVEY 

executives  and  others  engaged  in  the  occupations  of  the  leading 
department  and  specialty  stores.  It  comprehends  an  attempt 
at  the  standardization  of  the  duties  of  the  persons  engaged  in  the 
merchandise  end  of  store  work.  It  seeks  to  point  out  the  kind  of 
knowledge,  general  and  technical,  which  the  successful  sales- 
person should  possess,  and  outlines  certain  mental,  physical  and 
personal  characteristics  that  should  belong  to  each  particular 
occupation.  The  charts  are  designed  to  supplement  the  text, 
which  contains  as  far  as  was  possible,  no  duplication  of  the 
material  on  the  charts. 

The  study  comprehends  the  following  store  positions:  The 
superintendent,  the  advertising  manager,  the  buyer,  the  floor 
manager,  the  salesperson  in  general  (this  study  being  supple- 
mented by  a  study  of  the  functions  of  a  number  of  special  sales- 
people, such  as  the  salesperson  of  ready-to-wear  garments,  men's 
furnishings,  millinery,  gloves,  etc.),  the  booth  or  aisle  girl,  the 
inspector,  and  men  and  boys  in  the  delivery  department. 

Store  Organization. 

Four  separate  and  distinct  factors  enter  into  the  organization 
of  a  store:  The  personnel,  the  merchandise,  publicity,  and  finance. 
The  heads  of  these  various  divisions  are  known  as  the  store  super- 
intendent, the  merchandise  manager,  the  advertising  manager, 
and  the  business  manager.  These  men,  together  with  the  general 
manager,  constitute  the  executive  and  administrative  force  of  the 
establishment. 

The  general  manager,  who  is  possibly  a  member  of  the  firm, 
is  the  responsible  head.  Other  members  of  the  firm  may  be  the 
merchandise  manager  or  assistant  managers.  They  determine  the 
general  policy  of  the  store  toward  the  purchasing  public  and  the 
kind  of  service  it  is  to  render. 

The  store  superintendent  has  general  oversight  over  the  phys- 
ical condition  of  the  building,  does  the  "firing  and  hiring"  and 
administers  the  details  of  store  system.  Under  his  direct  juris- 
diction are  the  salespeople  who  constitute  the  largest  single  group 
of  store  employees,  the  floor  managers,  who  represent  the  firm  on 
the  floor,  wrappers  and  inspectors,  elevator  men,  porters,  car- 
penters, repairmen,  etc. 

The  merchandise  manager  is  responsible  for  all  purchases, 
sales,  profits  and  losses.  In  consultation  with  the  store  executives 
he  determines  the  apportionment  of  capital  to  the  various  de- 


FINDINGS  AS  TO  INDUSTRIES  161 

i 

partments  of  the  store.  With  his  buyers  he  decides  the  cost  and 
quality  of  the  merchandise  to  be  purchased  and  the  method  of  its 
rapid  turnover.  There  is  a  buyer  over  each  of  the  more  import- 
ant departments.  He  may  be  assisted  by  an  assistant  buyer. 
Frequently  the  smaller  departments  are  combined  and  one  buyer 
with  his  assistant  buys  for  these  departments.  The  buyer  sees  to 
it  that  the  merchandise,  on  its  arrival  is  properly  unpacked, 
marked  and  placed  in  the  stockroom  or  arranged  in  the  depart- 
ment for  ready  disposal.  He  is  aided  in  these  duties  by  the  heads 
of  stock,  the  stock  people  and  the  markers. 

The  business  manager  concerns  himself  with  the  financial 
management  of  the  store.  He  has  a  large  office  force,  consisting 
of  auditors,  cashiers,  tube  girls,  bill  clerks,  stenographers,  etc. 

The  advertising  manager  prepares  the  way  for  the  sale  of 
merchandise.  He  secures  publicity  through  the  newspapers  and 
through  circulars  and  announcements  sent  out  in  monthly  bills 
and  in  packages,  through  signs  placed  throughout  the  different 
floors  and  through  attractively  trimmed  windows. 

An  educational  director  is  also  an  acknowledged  factor  in  the 
success  of  department  store  service. 

This  report  concerns  itself  chiefly  with  the  salespeople,  who 
are  the  ones  who  will  be  principally  benefited  by  the  proposed 
courses  in  salesmanship.  Beyond  the  mention  of  the  business 
positions  above  this  particular  study  does  not  concern  itself, 
clerical  work  and  office  postions  forming  in  themselves  a 
separate  study.  'The  work  in  the  alteration  department  belongs 
properly  to  the  dressmaking  and  millinery  trades  and  will  be 
included  in  that  report. 

Executive  Positions. 

The  superintendent's  duties  are  manifold  and  varied.  In 
many  large  establishments  there  is  an  assistant  manager,  an 
assistant  superintendent,  or  a  building  superintendent,  who 
relieves  him  of  certain  responsibilities.  The  superintendent 
represents  the  firm  to  the  employees,  its  ideals  and  policies.  The 
manner  in  which  he  executes  and  puts  these  into  practice  deter- 
mines the  standing  of  the  establishment,  for  his  character  and 
personality  are  reflected  in  his  salesforce  and  his  general  utility 
workers.  He  is  a  man  of  wide  experience  in  every  department 
of  store  practice  and  generally  one  who  has  gone  through  the 
natural  sequence  of  promotion  from  the  lowest  grade  of  employee. 

Of    primary    importance     in    his     position    is     his    relation 

6647-11 


162  INDIANAPOLIS  VOCATIONAL  SURVEY 

to  the  store  employee.  He  interviews  all  applicants  for 
positions  and  as  superintendents  grow  to  understand  the 
importance  of  the  turnover  and  the  financial  loss  to 
a  business  through  constant  "firing  and  hiring"  they  will 
become  more  careful  in  their  examination  of  applicants. 
It  is  a  doubtful  policy  which  encourages  and  permits  school 
girls  to  work  for  a  few  weeks  in  the  summer,  at  a  low  wage, 
because  they  are  "lonesome  at  home"  and  want  a  little  extra 
pin  money.  Often  young  married  women,  whose  husbands  are 
traveling  salesmen,  want  a  place  for  a  few  weeks  or  months 
because  it  is  tiresome  to  be  alone  at  home.  Hiring  these  people 
who  work  intermittently  has  a  tendency  to  keep  the  average 
wage  of  the  store  low  and  the  turnover  high.  The  present  tend- 
ency is  toward  permanency  in  a  position  and  the  elimination  of 
the  casual  worker.  It  is  becoming  a  general  belief  that  the  name  of 
a  new  worker  should  not  go  on  the  files  until  she  has  been  employed 
a  week.  This  gives  her  time  to  find  herself  and  to  know 
whether  she  is  fitted  for  the  job.  The  up-to-date  superintendent 
keeps  a  card  catalog  of  all  workers  in  the  store,  each  card 
showing  name,  address,  age,  condition  (single  or  married)  and 
wages.  Promotions  and  recommendations  are  carefully  entered. 
If  the  worker  leaves,  the  date  is  recorded  and  an  especial  effort 
made  to  find  out  the  reason  for  leaving.  Often  a  knowledge  of 
the  right  reason  will  save  a  competent  worker  for  the  store. 
It  is  better  to  transfer  Miss  B —  from  the  notions,  where  she  is 
dissatisfied,  to  the  art  goods  department,  where  she  has  long 
wished  to  be,  than  to  allow  her  to  leave  the  store.  Reasons 
are  carefully  filed  as  a  guide  to  re-engaging,  for  many  return 
and  the  unfit  and  casual  worker  can  readily  be  eliminated  when 
records  are  kept.  The  superintendent  is  always  on  the  alert  to 
find  out  who  are  the  capable  and  promising  salespeople,  and  such 
are  always  in  line  for  rapid  promotion. 

The  advertising  manager  solicits  the  public  through  attractive 
advertising  to  visit  the  store.  Upon  the  attractive  and  truthful 
manner  in  which  this  is  done  depends  in  large  measure  the  rapid 
turnover  of  stock. 

Each  department  in  the  store  appropriates  a  certain  sum  for 
advertising  purposes,  this  sum  depending  upon  the  amount  of 
business  done  by  the  department.  The  advertising  is  done 
through  the  daily  papers,  through  literature  wrapped  in  packages, 
through  cards  placed  in  the  windows,  through  special  posters 
and  holiday  literature,  and  through  leaflets  mailed  with  monthly 


FINDINGS  AS  TO  INDUSTRIES  163 

accounts.  Much  of  the  literature  wrapped  in  packages  is  fur- 
nished by  the  manufacturers  after  the  copy  has  been  censored 
by  the  advertising  manager  of  the  store. 

When  the  advertising  manager  contracts  with  the  newspapers 
it  is  stated  just  what  particular  space  on  the  particular  page  is 
to  be  devoted  to  the  store.  His  business  is  then  to  see  that  the 
space  is  filled  with  advertising  matter  that  is  pleasing  and  attrac- 
tive to  the  eye  and  says  something.  The  advertising  manager 
is  first  of  all  an  artist.  His  appreciation  for  tasteful  arrangement 
of  the  cuts,  the  size  of  the  type,  the  kind  of  border,  the  white 
space  to  give  variety,  and  the  illustration  of  dominant  ideas 
by  pictures  makes  or  mars  the  advertisement. 

The  advertising  manager  must  have  a  good  education  with 
special  training  in  English.  Here  the  refinements  of  rhetoric 
are  as  essential  as  a  knowledge  of  grammar.  He  must  have  a 
keen  appreciation  of  form,  color,  and  beauty.  He  must  have  a 
general  knowledge  of  salesmanship  and  at  least  a  superficial 
knowledge  of  every  kind  of  merchandise  in  the  store.  He  must 
have  executive  and  administrative  ability.  To  be  successful, 
he  needs  the  hearty  co-operation  of  buyers  and  merchandise 
manager.  From  them  he  receives  each  day  the  description  of 
the  goods  to  be  advertised  and  often  makes  suggestions  himself 
as  to  what  stock  should  be  featured.  He  writes  the  ads.  When 
the  proofs  are  returned,  he  sends  each  to  the  buyer  concerned 
and  corrections  are  made  where  necessary.  The  advertising 
manager  is  held  responsible  for  the  correctness  of  the  proof. 
"Bacon  bought  at  31  cents,  to  be  sold  at  37  cents,  but  featured  at 
27  cents  and  advertised  at  17  cents  entailed  a  loss  to  the  adver- 
tising department  of  14  cents  a  pound."  On  the  other  hand, 
the  newspaper  stands  good  if  it  has  made  the  error. 

The  advertising  manager  must  have  a  keen  business  instinct, 
be  of  an  analytical  turn  of  mind,  have  a  genuine  interest  in  people 
and  an  understanding  of  them.  Above  all,  he  must  be  strictly 
honest  with  the  public  and  never  mislead  a  community  in  regard 
to  merchandise  which  is  not  what  it  is  represented  as  being. 

His  commercial  artist  is  perhaps  the  chief  of  his  assistants. 
She  draws  the  articles  which  the  buyer  sends  up  to  the  adver- 
tising department  to  be  illustrated.  She  endeavors  to  make 
her  sketch  attractive  and  like  the  article.  She  does  color  work 
on  the  enclosures  which  are  sent  with  monthly  bills.  For  the 
holiday  season  she  prepares  New  Year's  greetings,  without  adver- 
tising matter,  to  be  sent  to  the  friends  and  customers  of  the  store. 


164  INDIANAPOLIS  VOCATIONAL  SURVEY 

She  makes  the  posters  for  window  displays  and  for  the  special 
spring  and  fall  openings.  She  also  prepares  the  covers  for  menus 
and  all  booklets  put  out  by  the  store.  The  position  of  commercial 
artist  in  a  department  store  requires  a  person  of  refinement  with 
special  training  for  the  work  received  at  some  school  of  applied 
arts. 

The  floormanager  acts  the  part  of  host  to  the  public,  and  it 
is  through  him  that  the  thousands  of  people  passing  through  the 
store  every  day  receive  their  impression  of  the  firm  which  he 
represents. 

He  should  be  a  general  information  bureau.  He  needs  to 
know  the  location  of  all  departments  of  the  store  and  keep  in 
touch  with  all  changes  and  additions.  Being  always  at  hand 
he  is  a  convenient  person  to  turn  to,  so  complaints  and  adjustments 
come  to  him. 

The  floormanager 's  relation  to  the  employees  in  his  section 
or  on  his  floor  corresponds  somewhat  to  the  buyer's  relation  to 
the  salespeople  in  his  department.  That  is,  the  floormanager 
knows  them  not  only  by  name  and  number,  but  he  is  thoroughly 
familiar  with  the  quality  and  quantity  of  their  work,  their  atti- 
tude toward  the  public  and  their  co-workers,  and  their  personal 
habits  of  punctuality,  regularity,  etc. 

In  the  modern  progressive  store,  more  authority  is  being 
constantly  invested  in  the  floormanager.  He  regulates  the  tide 
of  business  among  the  employees,  shifting  salespeople  from  depart- 
ments where  business  is  slack  to  those  where  the  service  is  in- 
sufficient to  meet  the  demands  of  the  trade,  or  where  unexpected 
absences  among  the  employees  have  left  a  department  crippled. 
He  knows  the  location  of  each  of  his  employees  during  the  entire 
day  and,  whenever  the  center  of  business  shifts,  he  loses  no  time 
in  reinforcing  the  service  in  the  spot  where  it  is  weak. 

This  investing  of  authority  in  the  floormanagers  give  them 
an  interest  in  their  work  far  greater  than  if  they  were  restricted 
to  their  oldtime  routine.  Most  firms  have  floormanager 's  meet- 
ings at  regular  intervals.  At  these  sessions  new  methods  and 
policies  are  discussed  and  acted  upon  and  a  report  in  the  form  of 
suggestions  and  criticisms  is  handed  in  to  the  general  manager. 

The  buyer  is  the  executive  in  the  store  who  purchases  the 
merchandise  at  wholesale  which  is  sold  to  the  public  at  retail 
and  it  is  upon  his  ability  to  buy  and  sell  at  a  profit  that  the  success 
of  his  department  depends. 

Buying  for  any  department  in  a  large  store  requires  much 


FINDINGS  AS  TO  INDUSTRIES  165 

foresight.  It  is  necessary  to  anticipate  the  market  for  months 
ahead;  that  is,  to  place  orders  in  the  fall  for  next  spring's  stock, 
and  to  be  so  familiar  with  the  forecast  of  the  style  bureau  that 
when  the  spring  season  opens,  the  stock  on  hand  satisfies  the 
public  demand. 

Most  buyers  are  apportioned  a  yearly  amount  upon  which  to 
finance  their  department  and  which  they  divide  according  to  their 
own  judgment.  A  report  of  every  day's  business  is  turned  into 
the  merchandise  office  of  the  firm  which,  in  turn,  submits  to  the 
buyer  a  regular  report  (usually  every  ten  days)  of  the  condition 
of  the  department  up-to-date,  the  comparison  with  figures  of  the 
previous  year,  outstanding  orders,  etc. 

While  the  buyers  are  given  a  great  deal  of  freedom  as  to  the 
kind,  amount  and  price  of  the  stock  which  they  buy,  most  buyers 
in  large  organizations  are  under  the  supervision  of  a  merchandise 
manager.  It  is  the  duty  of  the  merchandise  manager  to  be 
familiar  with  all  the  merchandise  in  the  store  along  the  same 
lines  on  which  each  buyer  is  familiar  with  his  particular  mer- 
chandise, to  handle  the  finances  of  the  allied  departments,  and  to 
suggest  and  criticize  the  methods  of  purchasing  and  of  getting 
a  quick  turnover. 

Selling  Positions. 

The  inspector  ooccupies  properly  a  position  among  the  non- 
selling  occupations.  Since  the  majority  of  them,  if  they  remain 
in  store  work,  are  eventually  promoted  to  selling  positions  they 
are  considered  here. 

The  inspectors  are  among  the  youngest  of  the  girl  employees. 
In  proportion  to  their  age  and  experience  their  duties  and  re- 
sponsibilities are  numerous  and  require  a  great  degree  of  accuracy. 
It  is  scarcely  conceivable  that  so  much  responsibility  could  be 
placed  upon  children,  whose  ages  vary  from  fourteen  to  sixteen 
years,  as  is  placed  upon  them  by  some  stores,  for  they  often  do 
a  grade  and  kind  of  work  deftly  and  quickly  which  would  tax 
the  ability  of  their  superiors.  They  acquire  readily  the  details 
of  store  system  and  a  knowledge  of  merchandise  through  their 
intimate  contact  with  it.  They  inspect  all  merchandise  for 
imperfections,  incorrect  measurements,  incorrect  amounts  and 
see  to  it  that  the  duplicate  saleslip  corresponds  with  the  purchase. 
They  report  errors  of  all  sorts  to  the  floormanager  and  in  some 
stores  they  receive  a  premium  for  every  mistake  discovered.  The 
chart  shows  the  kind  of  sales  that  require  the  O.  K.  of  floormanager 


166  INDIANAPOLIS  VOCATIONAL  SURVEY 

or  buyer.  With  these  O.  K.  's  they  must  be  thoroughly  familiar. 
Extra  packages  to  be  enclosed  for  the  convenience  of  the  cus- 
tomer pass  through  their  hands  to  be  wrapped.  They  see  to  it 
that  the  supplies  in  the  booth  are  sufficient  and  that  there  is  no 
waste  in  paper,  boxes,  envelopes  and  cord.  In  many  booths, 
the  inspectors  are  obliged  to  answer  the  telephone.  They  must 
be  able  to  speak  distinctly,  comprehend  orders  and  requests 
quickly  and  accurately,  and  act  promptly,  while  never  failing 
in  patience  and  courtesy. 

According  to  one  system  the  inspectors  are  placed  under 
bond  and  instead  of  sending  the  customer's  money  with  the  sale- 
slip  to  the  central  office  and  receiving  the  change  in  a  carrier, 
the  inspector  herself  makes  the  change.  Each  morning  she  is 
given  a  bag  containing  twenty-five  dollars  in  change.  She  keeps 
this  as  her  capital  for  the  day  and  returns  it  with  the  same  amount 
to  the  office  at  night,  together  with  a  bag  containing  the  day's 
receipts.  Often  an  inspector  will  handle  as  much  as  a  thousand 
dollars  in  a  day  and  her  accounts  must  balance  to  a  penny. 

If  she  is  inherently  capable  and  has  had  at  least  a  grade  school 
education,  she  soon  becomes  quick  and  accurate  in  her  work. 
If  she  is  ambitious  she  easily  learns  the  selling  points  of  the 
merchandise  she  wraps  and  her  promotion  is  sure.  If  she  prefers 
clerical  work  she  is  promoted  to  an  office  position. 

The  aisle  or  booth-girl  occupies  the  position  of  apprentice  or 
learner  in  the  store.  She  is  tried  out  in  the  booth  and  if  she 
proves  capable  she  becomes,  after  a  time,  one  of  the  regular 
salesforce.  She  is  usually  an  eighth-grade  graduate,  and  quite 
frequently  has  completed  a  high-school  course  or  been  a  member 
of  the  salesmanship  classes  in  the  local  high  schools.  Since  she 
is  the  trained  salesperson  in  the  making  she  must  show  evidence 
of  possessing  certain  mental  and  physical  qualities  and  an  intell- 
igence keen  enough  to  master  quickly  the  details  of  store  system 
and  the  information  in  regard  to  the  merchandise  she  is  to  sell. 
She  sells  only  one  line  of  goods  on  any  one  day,  unless  this  line 
be  changed  after  a  few  hours  because  it  does  not  meet  with  ready 
sale.  Previous  to  the  beginning  of  the  sale  she  receives  from  the 
buyer  or  floormanager  instructions  in  regard  to  prices,  styles, 
sizes,  and  the  talking  points  of  the  merchandise.  The  prices 
are  usually  one  or  two,  as  are  the  styles.  Her  stock  is  brought 
to  the  booth  the  evening  before  and  arranged  conveniently  for 
quick  sale.  In  the  morning  she  gives  attention  to  her  trim  and 
makes  her  booth  attractive.  The  merchandise  sells  itself  if  it 


FINDINGS  AS  TO  INDUSTRIES  167 

has  merit,  and  the  customer  usually  takes  the  initiative,  the 
aisle  girl  assisting  merely  with  selecting  sizes  and  styles.  The 
opportunity  is  open  to  her  to  suggest  the  department  from  which 
her  supplies  have  been  drawn  for  higher  priced  and  better  quali- 
ties of  goods.  The  wide-awake  girl  also  takes  the  initiative  in 
suggesting  other  bargains  on  her  floor  or  in  other  departments. 
The  sale  made,  she  makes  out  her  saleslip  according  to  whatever 
system  prevails  in  the  store,  then  sends  it  with  the  money  to  the 
cashiers,  puts  the  merchandise  into  an  envelop  or  wraps  it  and 
gives  the  package  with  returned  change  to  the  customer. 

The  educational  director  or  store  superintendent  instructs 
the  new  worker  in  regard  to  the  details  of  store  system;  how  to 
make  out  the  parts  of  the  saleslip,  the  purpose  and  destination 
of  each  slip  and  the  elementary  steps  in  making  a  sale.  She  is 
told  also  to  call  co-workers  by  the  last  name  with  proper  title. 
From  the  first  day  she  begins  to  learn  a  business-like  attitude 
toward  employers,  superiors,  and  customers.  The  young  girl 
must  be  interested  and  teachable,  enthusiastic  and  optimistic, 
obedient  and  honest,  loyal  to  the  firm  and  courteous  to  every- 
one, and  willing  to  take  infinite  pains  to  please  customers  and 
superiors. 

A  girl  should  not  undertake  store  work  if  she  is  not  in  good 
health.  An  anaemic  or  tubercular  person  has  no  place  on  the  floor. 
Many  stores  already  require  a  medical  examination  and  a  doctor 's 
certificate.  Next  to  general  health,  her  feet  and  her  back  should 
be  considered,  for  poor  feet  and  a  poor  back  are  no  combination 
to  endure  the  long  hours  of  standing.  She  should  take  pains 
that  she  make  a  good  appearance  as  to  her  hair  and  her  dress,  and 
the  cleanliness  and  the  carriage  of  her  body.  She  must  be  quick 
to  see  and  apply  the  idea  that  sensible  shoes  and  conservative 
dress  alone  are  permissable  for  the  business  woman.  Her  knowl- 
edge of  hygienic  living,  received  in  school,  should  be  supplemented 
by  special  instruction  as  to  diet,  exercise,  rest,  and  recreation 
made  necessary  by  her  employment.  For  successful  salesman- 
ship she  must  have  mastered  certain  fundamentals  in  education; 
in  arithmetic,  especial  drill  in  multiplication,  addition,  fractions, 
division,  and  percentage;  in  English,  dictation  exercises,  that 
the  girl  may  catch  quickly  and  readily  names  of  customers  and 
of  streets;  in  spelling,  drill  on  writing  names  of  streets  and  people; 
in  penmanship,  that  she  above  all  be  trained  to  write  a  legible 
hand. 

The  saleswoman  is  the  producer  for  the  firm  and  represents 


168  INDIANAPOLIS  VOCATIONAL  SURVEY 

the  largest  source  of  profit.  She  gives  tone  to  the  establishment 
or  makes  it  commonplace.  She  invites  customers  by  her  courtesy 
and  good  will  or  she  repels  them.  If  she  lives  up  to  the  best 
requirements  of  her  position,  she  becomes  an  educational  factor 
in  the  community. 

The  selling  of  merchandise  is  increasingly  becoming  an  occu- 
pation for  women  and  girls.  Not  so  many  years  ago  this  field 
of  industry  was  considered  an  occupation  for  men.  For  women 
the  position  was  so  lacking  in  dignity  and  respect  that  they  went 
into  it  reluctantly.  Now  education  and  enlightenment  have  so 
permeated  society,  and  the  occupation  carries  with  it  so  much 
self-respect  that  many  girls  are  taking  special  training  in  sales- 
manship in  the  schools  before  being  employed,  in  order  to  be 
better  prepared  for  a  position  in  a  store.  They  are  seeing  in 
such  positions  greater  opportunities  for  further  education  and 
advancement  than  are  held  out  to  them  in  offices. 

A  woman  is  peculiarly  fitted  for  the  business  of  a  store,  for 
she  possesses  patience,  courage,  and  loyalty.  Besides  these 
qualities,  she  possesses  a  natural  niceness  of  taste  which  is  of 
inestimable  value  in  her  work.  If  the  girl  is  in  earnest,  every 
door  of  advancement  is  open  to  her.  As  the  educational  require- 
ments for  those  in  selling-occupations  are  increased,  the  occu- 
pation itself  approaches  the  professional,  and  the  time  is  easily 
anticipated  when  selling  will  be  classed  among  the  professions. 

The  most  important  function  of  the  salesperson  is  to  sell  goods. 
A  successful  transaction  involves  careful  preliminary  training 
and  attention  to  what  are  known  as  the  steps  in  making  a  sale. 
She  is  prompt  to  greet  her  customer  pleasantly  and  to  listen 
patiently  and  interestedly  to  her  desires,  to  show  her  stock  of 
goods  and  to  make  the  sale.  The  attention  and  the  personal 
service  that  she  renders  while  she  performs  these  operations 
marks  the  real  difference  in  stores. 

The  young  salesgirl  is  an  interesting  potentiality.  She  has 
been  promoted  from  the  ranks  of  the  inspectors  or  wrappers  or 
from  the  booths  or  from  the  stockroom  or  has  entered  the  store 
with  experience  obtained  elsewhere.  She  has  a  fairly  good  general 
knowledge  of  stock,  gained  by  her  contact  with  merchandise  as 
inspector  or  stock  girl.  With  her  appearance  among  the  real 
salesforce  her  professional  training  begins.  If  the  girl  is  in  earnest 
the  training  may  be  as  technical  as  the  training  of  a  nurse  or 
teacher,  and  consequently  offers  as  many  possibilities.  Sales- 
manship means  more  than  mastering  the  details  of  the  saleslip. 


FINDINGS  AS  TO  INDUSTRIES  169 

It  means  familiarizing  ones-self  with  many  departments  of  store 
merchandise  and  specializing  in  one's  own.  The  subject-matter  is 
interesting.  Salesmanship  trains  for  efficiency,  discipline,  char- 
acter building. 

The  young  girl  is  placed  under  the  guidance  of  the  head  of 
stock  or  some  capable  salesperson  in  the  department.  The 
educational  director  sees  to  it  that  the  conditions  surrounding 
her  while  at  work  are  such  that  her  health  may  be  conserved, 
that  she  wear  proper  and  sufficient  clothing  and  that  she  have 
her  regular  periods  of  relief  and  rest.  It  is  to  the  interest  of  the 
firm  that  she  be  made  a  contented  and  capable  producer  for  the 
firm.  The  firm  safeguards  her  health  and  gives  her  her  training. 
It  must  pay  the  wage  that  will  make  her  "economically  indepen- 
dent" of  charities,  relatives,  or  friends.  She  is  encouraged  or 
required  to  attend  classes  in  the  store,  where  the  details  of  her 
particular  line  of  merchandise  are  studied  and  discussed.  The 
girl  needs  to  know  the  store's  policy  and  what  its  economic 
rewards  are  for  loyalty  and  increased  efficiency.  She  needs  also 
to  be  taught  the  facts  about  other  lines  of  industry  open  to  women, 
so  that  by  a  process  of  comparison  she  may  consider  the  advan- 
tages of  her  own  future  if  she  remain  in  the  store. 

The  senior  saleswoman  needs  little  discussion.  She  belongs 
to  one  of  two  classes,  first,  to  that  class  which  is  going  forward 
to  better  positions  or  higher  salaries,  or  second,  to  that  class  of 
disappointed  and  disillusioned  women  who  have  ceased  trying  to 
go  forward.  There  is  no  limit  to  the  earning  capacity  of  the  first 
class.  After  her  apprenticeship  is  over,  the  more  she  can  earn 
by  her  sales  for  the  firm,  the  more  she  earns  for  herself,  for  her 
salary  is  increased  by  commissions  based  on  sales.  If  she  has 
courage,  patience,  intelligence,  and  taste,  and  cares  for  intensive 
work,  she  may  look  forward  to  becoming  a  buyer  in  her  depart- 
ment. It  is  also  apparent  that  the  time  is  not  far  distant  when  she 
may  become  a  merchandise  manager.  The  store  to-day  needs 
more  women  who  have  had  a  broad  and  general  education  to 
serve  as  the  foundation  for  more  specialized  training  along  the 
merchandise  end  of  the  business. 

The  salesman,  not  so  many  years  ago,  was  engaged  in  all  sorts 
of  selling  positions.  Now  his  services  are  confined  to  those 
stores  and  those  departments  in  department  stores  where  the 
nature  of  the  merchandise  is  such  that  it  overtaxes  the  physical 
strength  of  a  woman,  or  where  tradition  has  as  yet  not  allowed 
the  woman  to  enter.  Such  stores  and  departments  include  the 


170  INDIANAPOLIS  VOCATIONAL  SURVEY 

selling  of  hardware,  furniture,  shoes,  carpets  and  rugs,  and  often 
silk,  woolen,  cotton,  and  linen  yardage. 

The  man  who  seeks  employment  in  a  store  enters  the  store 
with  the  idea  of  going  ahead.  He  hopes,  ultimately,  to  attain  to 
a  managerial  position,  as  floormanager,  buyer,  merchandise 
manager  or  superintendent.  The  sequence  of  advancement  is 
not  unlike  that  of  the  advancement  of  the  saleswoman.  Unless 
he  enters  the  store  with  experience  gained  elsewhere  he  begins 
in  some  position  in  the  shipping  or  delivery  department  or  in  the 
stockroom.  The  superintendent  of  the  store  is  constantly  on 
the  alert  for  any  likely  boy  who  is  amenable  to  training.  The 
training  the  boy  receives  in  a  subordinate  position  familiarizes 
him  with  the  merchandise,  its  distribution  throughout  the  city 
and  the  store's  policy  toward  its  customers.  In  the  promotions 
from  the  delivery  and  shipping  departments,  however,  it  is  a  case 
of  the  survival  of  the  fittest,  for  only  a  few  of  the  many  boys  who 
go  with  the  cars  or  wagons  show  fitness  for  promotion.  The  store 
is  often  only  too  glad  to  get  any  sort  of  a  boy  for  this  minor 
position.  But  the  boy  who  is  bright,  alert  and  capable  is  soon 
taken  from  the  car  and  put  at  an  inside  job  where  it  is  up  to  him 
to  prove  his  worth.  There  are  some  disappointed  and  disillusioned 
men  as  well  as  women  selling  merchandise.  They  are  not  pro- 
moted because  they  have  not  the  qualities  of  good  salespeople 
and,  in  fact,  are  often  kept  in  their  position  by  the  easy  tolerance 
of  the  store. 

Special  Salespersons. 

To  be  a  salesperson  in  a  specialty  store  or  in  a  specific  depart- 
ment of  a  department  store  requires  specific  knowledge  of  the 
merchandise,  special  points  in  salesmanship  have  to  be  emphasized, 
and  often  the  educational  qualifications  are  greater. 

The  purchasing  public  is  constantly  increasing  its  knowledge 
along  the  lines  of  merchandise.  It  is  growing  more  critical  of 
what  is  on  the  shelves  and  is  demanding  more  intelligence  from  the 
salespeople  and  that  they  be  able  to  give  expert  advice  on  the 
merchandise  which  the  store  has  for  sale. 

A  number  of  special  salespersons'  jobs  have  been  analyzed 
to  emphasize  a  few  of  the  special  points  in  salesmanship,  to  call 
attention  to  the  nature  of  the  merchandise  to  be  sold  and  to  point 
out  additional  educational  requirements. 

The  salesperson  of  infants'   and  childrens'   garments.     Most 

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FINDINGS  AS  TO  INDUSTRIES  171 

and  childrens'  garments  are  sold.  The  salespeople  must  be  patient, 
fond  of  children,  and  sympathetic  in  their  relations  with  the 
mothers.  The  head  of  the  department  must  be  a  mature  and 
experienced  woman  who  can  inspire  the  confidence  of  the  young 
mother  and  act  in  an  advisory  capacity  in  the  selection  of  the 
layette  and  the  accessories  necessary  for  the  care  of  children. 
Since  this  department  includes  garments  of  every  description 
for  infants  and  young  children  the  information  content  is  large. 
Besides  possessing  a  general  knowledge  of  all  of  the  articles  in 
stock  the  saleswoman  must  distinguish  definitely  garments  made 
of  wool,  wool  and  silk,  wool  and  cotton,  all  silk  or  all  cotton, 
and  should  give  directions  as  to  how  such  garments  are  to  be 
laundered  and  cared  for.  As  she  sells  in  every  section  of  the 
department  such  specific  knowledge  of  all  merchandise  is  required. 

The  handkerchief  salesperson.  The  salesperson  who  sells  hand- 
kerchiefs should  be  refined,  tactful  and  courteous,  and  be  especially 
interested  in  her  stock.  She  should  know  the  fabrics  from  which 
handkerchiefs  are  made  and  the  occasions  on  which  certain 
styles  are  carried.  Her  stock  includes  all  standard  sizes  and 
varieties,  with  dozens  of  patterns  and  all  the  latest  novelties. 
She  needs  to  keep  her  stock  neat  and  clean  and  her  display  at- 
tractive. 

As  the  styles  in  handkerchiefs  change  with  other  changing 
styles,  the  saleswoman  must  know  the  styles  suited  to  all  ages 
and  conditions  in  life,  and  just  what  is  right  for  any  occasion. 

The  gloies  salesperson.  The  capable  salesperson  of  gloves  has 
a  rigorous  course  of  training  behind  her.  From  stock  girl  or 
inspector,  in  which  position  she  has  learned  to  know  makes  and 
prices,  she  is  finally  promoted  to  mending  gloves  before  she  takes 
her  position  behind  the  counter  as  a  regular  saleswoman.  Her 
work  has  greater  value  to  her  if  she  has  visited  glove  factories 
and  seen  the  manufacture  of  a  glove  from  start  to  finish.  She 
should  learn  something  about  the  quality  of  skins  and  the  tanning 
of  skins.  She  should  know  that  skins  tanned  on  the  inside  or 
on  the  outside  cause  the  difference  between  a  dressed  kid  glove 
and  a  suede,  that  dog  skins,  chamois  (which  is  only  a  name  for 
a  kind  of  leather  no  longer  made  from  the  chamois),  doeskins, 
mochas,  and  capeskins  are  the  more  common  kinds  of  leather. 
She  should  know  how  the  many  pieces  of  a  glove  are  put  together 
and  the  style  of  stitching,  whether  outseam,  pique,  or  prix  seam. 
She  should  be  familiar  with  the  milanese  glove  and  the  tricot 
gloves,  silk  gloves  and  the  many  kinds  of  cotton  gloves.  She 


172  INDIANAPOLIS  VOCATIONAL  SURVEY 

should  be  entirely  familiar  with  their  wearing  qualities;  and  be 
able  to  give  information  in  regard  to  washing  silk,  cotton,  and 
chamoisette  gloves,  and  how  to  care  for  leather  gloves.  If  she 
happens  to  be  out  of  the  particular  glove  called  for  by  the  customer, 
she  shows  some  other  style  in  stock  even  if  she  can  not  sell  it,  for 
unless  the  salespeople  show  more  than  the  customer  asks  to  see 
the  public  can  not  know  how  extensive  is  the  scope  of  the  depart- 
ment. For  her  information  the  buyer  insists  that  she  read  trade 
journals  and  periodicals. 

The  corset  salesperson.  Good  corset  service  is  the  keynote 
to  the  success  of  the  corset  department.  Corset  service  consists 
in'  the  correct  application  of  fashion  lines  to  individual  figures 
and  hygienic  service  in  all  its  branches.  It  presupposes  a  knowl- 
edge of  corsets,  knowledge  of  fitting  and  knowledge  of  sales- 
manship. Hygienic  corset  service  presupposes  a  study  of  anatomy ; 
the  organs  of  the  body,  the  cavities  of  the  body,  the  circulation 
of  the  blood,  the  nervous  system,  and  knowledge  of  exercises 
that  will  reduce  and  strengthen  the  body.  Selling  corsets  over 
the  counter  is  not  corset  service.  The  real  corsetiere  is  a  specialist, 
fitting  is  a  science,  and  the  service  rendered  is  a  personal  service. 
The  selling  involves  not  merely  a  corset  but  selling  a  stylish 
figure,  a  graceful  carriage,  perfect  comfort  and  health  protection. 

In  fitting  a  corset  the  first  care  is  to  select  the  correct  corset 
for.  the  figure.  There  are  three  types  of  figures,  the  petite,  the 
average,  and  the  full  figure.  The  thin  person  needs  especial 
care  in  fitting.  She  usually  buys  her  corsets  too  small.  The 
bones  of  the  corset  press  on  the  sciatic  nerve  and  cause  the 
wearer  trouble.  The  average  figure  is  more  easily  fitted.  The 
full  figure  has  to  guard  against  corsets  three  or  four  sizes  too  small, 
for  a  corset  which  is  too  small  pushes  the  bosom  and  intestines 
out  of  position.  A  woman  who  has  any  internal  trouble  should 
have  a  corset  with  a  support.  Scientific  fitting  gives  freedom 
across  the  diaphram,  provides  against  pressure  on  the  liver, 
stomach,  pancreas,  spleen,  solar  plexis,  intestines  and  the  organs 
of  the  lower  part  of  the  abdominal  cavity.  Maternity  cases 
demand  special  care. 

A  good  corset  saleswoman  must  know  the  chief  points  in 
altering  a  corset,  the  shortening  of  bones,  the  putting  in  of  gores 
and  darts,  and  how  to  reinforce  the  corset  for  stout  women.  She 
should  know  the  materials  from  which  corsets  are  made,  coutil, 
broche,  batiste  or  silk  etamine  and  the  different  methods  of 
boning,  with  rust-proof  white  steel  in  the  cheaper  corset  and  with 


FINDINGS  AS  TO  INDUSTRIES  173 

» 

"wunda"  boning  or  "whalon"  in  the  better  corsets.     She  must 
also  know  the  scientific  methods  of  lacing. 

Ready-to-wear  garments  salesperson.  Ready-to-wear  clothing 
has  attained  great  popularity  because  of  its  style,  make,  and 
price.  This  is  equally  true  of  muslin  underwear  and  childrens' 
clothing.  The  trained  saleswoman  in  this  field  of  merchandise 
renders  a  great  service.  Her  first  duty  is  to  so  satisfy  her  customer 
that  her  pleasure  increases  with  each  wearing  of  the  garment. 
The  personal  element  that  goes  into  the  sale  is  great  and  the 
successful  saleswoman  soon  has  a  clientele,  any  one  of  whom  she 
feels  privileged  to  call  over  the  telephone  when  garments  arrive  in 
stock  which  she  feels  sure  will  attract  her  customer.  The  sales- 
woman appealed  to  by  a  customer  shows  first  what  in  her  own 
judgment  she  thinks  most  becoming  and  best.  The  saleswoman 
is  quiet  in  her  manner  and  leaves  it  to  her  customer  to  ask  ques- 
tions. A  good  saleswoman  never  asks  after  the  size  in  fitting  a 
suit.  Such  a  knowledge  is  part  of  her  equipment,  as  is  also  her 
knowledge  of  styles,  materials,  and  their  changes.  Some  stores 
have  now  a  special  department  where  the  stout  woman,  or  the 
woman  of  unusual  figure  is  fitted.  The  saleswoman  must  have 
niceness  of  taste  in  selecting  the  colors  and  materials  which  har- 
monize with  the  hair,  eyes  and  complexion  of  her  customer.  She 
does  not  show  her  highest  priced  garments  first,  but  first  the  mod- 
erately priced.  At  the.  least  suggestion  of  her  customer  she  can 
show  something  better.  She  attempts  to  secure  a  good  fit  at  the 
first  showing;  this  inspires  confidence  in  the  purchaser.  Courtesy 
toward  the  customer  and  an  interest  in  her  desires  and  deference 
to  her  wishes  are  great  factors  in  successful  sales. 

The  successful  salesperson  herself  goes  on  the  theory  that  the 
woman  who  is  a  good  dresser  attracts  a  clientele  of  good  dressers. 
In  a  department  store  where  the  dress  is  usually  prescribed,  she  can 
pay  attention  to  cut,  material,  and  style,  but  in  specialty  stores  the 
salespeople  should  be  dressed  "up  to  the  minute"  and  even  perhaps 
in  ultra-style.  Some  stores  frequently  allow  salespeople  to  wear 
ultra-fashionable  garments  in  order  to  display  them  to  customers. 
The  salesperson  in  this  field  of  merchandise  always  has  an  oppor- 
tunity to  suggest  other  garments,  such  as  corsets,  blouse,  petti- 
coat, gloves,  etc.  She  helps  educate  the  public  in  many  ways. 
She  knows  that  the  basic  principle  in  prevailing  styles  depends  on 
the  kind  of  corset  that  is  stylish. 

The  millinery  salesperson  needs  personality.  She  handles  per- 
ishable merchandise  dear  to  most  feminine  hearts  and  as  she 


174  INDIANAPOLIS  VOCATIONAL  SURVEY 

makes  or  mars  to  a  large  extent  the  attractive  outward  appear- 
ance of  her  customer,  she  not  only  must  be  a  person  of  good 
taste  and  judgment,  but  absolutely  honest  in  her  advice  as  to  the 
becomingness  of  the  article  which  she  sells.  There  are  many 
customers  who  know  the  styles  and  know  at  a  glance  what  is  be- 
coming and  what  is  not.  But  there  is  the  long  line  of  busy  women, 
or  women  indifferent  to  personal  appearance,  to  be  considered. 
To  them,  buying  a  hat  is  a  bore,  and  they  must  depend  upon  the 
taste  of  those  who  are  supposed  to  have  made  a  thorough  study 
of  the  subject. 

The  problems  involved  in  selling  hats  have  been  perhaps  sim- 
plified in  more  recent  years.  With  the  great  interest  in  sports  and 
automobile  driving,  and  the  entrance  of  woman  into  the  industrial 
and  commercial  world,  the  necessity  of  appropriate,  comfortable, 
and  serviceable  headgear  has  brought  about  a  great  modification 
of  the  millinery  business,  especially  in  the  department  stores, 
where  the  counters  and  shelves  are  now  piled  high  with  factory- 
made  hats. 

The  salesperson  of  millinery  has  not  as  yet  received  the  train- 
ing she  should  have.  A  few  of  them  know  materials  and  have 
made  hats  in  the  workroom,  or  as  stock  girls  in  the  department 
have  unconsciously  acquired  the  knowledge  of  the  merchandise. 
But  the  millinery  stores  and  department  stores  are  quite  content 
to  draw  their  salespeople  from  among  the  girls  who  have  gained 
their  experience  in  smaller  towns,  where  they  have  made,  trimmed 
and  sold  hats,  or  from  the  wholesale  millinery  houses  on  the 
recommendation  of  a  traveling  salesman.  They  are  also  content 
in  expecting  that  personal  taste  guide  them  rather  than  any  special 
training  they  may  have  received.  If  a  girl  has  style  herself  and  is 
able  to  talk  well  about  styles,  has  a  modicum  of  tact  and  is  en- 
thusiastic about  hats  she  can,  they  say,  sell  well,  whether  or  not 
she  has  ever  made  or  trimmed  a  hat.  In  some  stores  the  salespeople 
are  advised  and  required  to  read  trade  periodicals  and  through 
these  journals  to  keep  in  touch  with  what  the  big  eastern  firms 
are  doing. 

The  silverware  salesperson.  Silverware  belongs  among  the  lux- 
uries of  life.  The  appeal  to  buy  is  made  by  the  attractiveness  of 
the  display  and  by  the  personality  of  the  salesperson  in  charge 
who  should  be  refined  and  intelligent,  and  an  expert  in  the  knowl- 
edge of  her  wares.  She  should  know  the  firms  which  manufacture 
silverware  and  the  stamp  which  marks  the  quality  of  the  silver. 
She  should  be  familiar  with  the  correct  usage  of  the  various 


FINDINGS  AS  TO  INDUSTRIES  175 

articles  and  the  etiquette  that  holds  in  correct  serviqe  for  all 
occasions.  She  should  understand  the  composition  of  which  the 
various  articles  are  composed,  if  sterling  silver  or  plated,  or  a  metal 
combination.  She  should  be  tactful  in  suggesting  plated  ware 
for  sterling,  where  the  price  of  the  latter  is  prohibitive.  Com- 
munity silver  has  attracted  much  attention  of  late.  She  should 
be  able  to  explain  the  process  of  its  manufacture  and  talk  intelli- 
gently about  its  wearing  qualities.  She  should  be  able  to  teach 
her  customers  how  to  polish  and  care  for  silver  when  in  use  and 
how  to  care  for  it  when  not.  She  should  know  many  things  about 
the  styles  in  silverware.  Some  salespersons  in  this  department 
emphasize  the  artistic  side  of  the  goods.  They  have  made  special 
study  of  the  silversmith's  art  of  ancient,  medieval,  and  modern 
times.  They  use  the  library  extensively  and  are  always  ready 
with  a  bit  of  interesting  information  which  enhances  the  value  of 
the  article  to  the  customer.  As  much  of  the  silver  goes  for  gifts 
the  salesperson  needs  to  know  the  tastes  of  all  kinds  of  people  in 
order  to  be  helpful  to  the  customer  who  does  not  know  what  she 
wants. 

The  shoe  salesperson.  In  order  to  know  how  to  fit  a  shoe  the 
salesperson  or  saleswoman  should  have  a  scientific  knowledge  of 
the  anatomy  of  the  foot  and  know  how  to  apply  this  knowledge 
practically  in  securing  perfectly  fitting  shoes.  Shoes  should  be 
so  fitted  that  they  are  corrective  as  well  as  protective  and  com- 
fortable to  the  feet.  The  salesperson  who  can  diagnose  trouble- 
some cases  and  give  the  sufferer  relief,  earns  the  customer's  loyal, 
permanent  and  profitable  patronage.  Many  mechanical  devices 
are  manufactured  for  relieving  and  curing  fallen  arches  and  many 
establishments  now  have  a  chiropodist  who  will  diagnose  foot 
troubles  free  of  charge  to  guide  the  salesperson  in  fitting  the  shoe. 

A  thorough  knowledge  of  leather,  the  processes  of  manufac- 
turing, the  wearing  qualities  and  the  kind  of  leathers  to  suggest 
for  comfort,  for  business  wear,  dress,  etc.,  as  well  as  for  certain 
occupations  is  presupposed.  For  example  he  should  know  that 
a  person  with  a  thin-skinned  foot  can  not  wear  a  patent  leather  or 
a  close-pored  leather,  as  cordovan.  The  more  the  salesperson 
knows  of  his  merchandise,  the  more  easily  can  he  meet  the  needs 
of  his  customers  and  handle  complaints.  gj 

The  public  likewise  needs  a  certain  amount  of  instruction  in 
regard  to  merchandise.  One  suggestion  was  made  that  merchants 
should  offer  courses  of  lectures  to  the  public  on  their  individual 
merchandise. 


176  INDIANAPOLIS  VOCATIONAL  SURVEY 

There  are  opportunities  for  both  women  and  men  to  sell  shoes. 
Many  stores  now  are  training  women  to  care  for  the  women  and 
children.  The  wages  are  as  high  or  higher  than  in  other  lines  of 
selling.  Good  judgment  and  ability  to  close  the  sale  quickly  are 
necessary.  For  this  reason,  to  sell  shoes  successfully  requires  a 
certain  degree  of  maturity,  though  this  lack  may  be  made  up  by 
training  and  experience. 

The  men's  furnishing  salesperson.  Salespeople  in  this  depart- 
ment should  familiarize  themselves  with  the  merchandise  in  all 
sections.  Usually  the  department  manager  takes  great  pride  in 
training  his  young  men  in  every  detail  of  the  service.  Much  at- 
tention is  given  to  the  department  trim  and  the  method  of  dis- 
playing the  merchandise,  for  he  believes  it  is  more  important  to 
know  how  to  display  goods  before  the  customer  than  to  get  the 
price  of  goods  before  him. 

The  information  content  is  extensive.  Shirts,  collars,  ties, 
gloves,  belts,  hosiery,  underwear,  house  coats,  bathrobes,  sweaters, 
handkerchiefs,  jewelry,  and  canes  are  sold,  and  the  salesman  must 
know  the  materials  from  which  these  articles  are  made  as  well  as 
the  latest  styles. 

The  salesperson  in  the  art,  drapery  and  decorative  department. 
The  amount  of  salary  one  can  obtain  as  a  salesperson  in  this  de- 
partment is  limited  only  as  one's  skill  as  a  salesperson  is  limited, 
or  as  one's  ability  to  create  new  ideas  which  can  be  commercialized 
in  the  shops  of  these  departments  is  limited.  A  thorough  knowl- 
edge of  the  goods  he  is  selling  is  a  pre-requisite  to  this  as  is  also 
the  study  of  the  history,  design  and  construction  of  the  merchan- 
dise. This  knowledge  gives  the  salesperson  an  amount  of  confi- 
dence in  his  problems  that  can  not  be  obtained  in  any  other  way. 
In  the  art  department  the  most  important  item  is  the  classifica- 
tion of  design  according  to  various  countries  so  that  one  can  at  a 
glance  tell  if  an  item  came  from  England,  France,  Germany,  or  the 
various  part  of  Asia.  In  the  decorating  department  this  ability 
must  be  carried  to  the  point  of  recognizing  the  periods  to  which 
the  article  belongs.  It  should  be  the  spirit  of  the  salesperson  to 
appreciate  and  interpret  the  heart  of  his  merchandise.  He  needs 
to  be  a  man  or  woman  of  broad  culture,  must  know  literature  and 
have  studied  art  from  its  historical,  philosophical  and  practical 
side.  He  must  have  creative  ability  and  sufficient  initiative  to 
have  his  ideas  carried  out. 

The  salesman  of  rugs  and  carpets.  The  work  of  the  salesman 
in  this  department  is  heavy  and  requires  considerable  strength, 


FINDINGS  AS  TO  INDUSTRIES  177 

but  the  content  of  information  is  so  rich  and  attractive  that  if  he 
be  in  earnest  at  all  he  soon  becomes  a  rug  and  carpet  enthusiast. 

The  art  of  carpet  and  rug  making  is  one  of  the  oldest  arts 
and  its  history  one  of  the  most  interesting.  Rugs  at  one  time 
constituted  the  principle  furniture  of  the  house.  They  were  used 
to  sit,  recline,  and  sleep  on,  and  also  for  religious  purposes.  They 
were  known  in  Asiatic  countries  hundreds  of  years  before  the 
birth  of  Christ  and  found  their  highest  degree  of  workmanship  in 
Persia  and  Turkey.  Each  rug  had  its  own  individuality  as  it 
was  the  creation  of  the  artist  who  wove  it.  Antique  rugs  are  rare 
now,  but  very  valuable.  They  are  looked  upon  as  a  bit  of  fine 
tapestry  is,  or  a  painting  of  great  worth.  They  are,  in  fact,  the 
masterpieces  of  the  East.  Every  salesman  in  this  department 
should  dip  into  the  study  of  Oriental  rugs.  He  should  know  and 
appreciate  the  marvelous  blending  of  colors  and  the  exquisite 
design.  He  should  know  the  various  kinds  of  rugs,  and  that  the 
many  specific  names  are  taken  from  the  names  of  the  province, 
district,  town,  or  tribe  in  which  they  were  made.  He  should 
know  the  va'ue  of  these  rugs  and  that  they  are  now  rarely  in  the 
market.  He  must,  therefore,  be  able  to  distinguish  the  imitation 
from  the  antique.  He  should  know  the  interpretation  of  the  stories 
they  tell  and  the  meaning  of  the  colors  and  symbols.  He  knows 
that  modern  carpets  are  made  to  order  from  designs  and  patterns 
supplied  from  well-known  importing  houses.  He  learns  to  repair 
valuable  rugs,  for  he  is  often  called  upon  to  do  so.  He  must  be 
an  authority  on  how  to  care  for  them. 

He  talks  intelligently  about  carpets,  brussels  carpets,  ingrain 
carpets,  wilton  carpets,  etc.  He  knows  wherein  they  are  differ- 
ent, and  their  wearing  qualities.  He  knows  home  decorating  and 
home  furnishing  and  is  ready  with  his  knowledge  of  harmony  in 
color  to  make  suggestions  in  guiding  his  customers  to  the  best 
possible  choice  in  draperies,  furniture,  etc. 

The  schools  could  be  of  material  aid  here,  especially  in  the 
art  department,  where  a  course  in  rugs  and  carpet  weaving  as  an 
art  would  not  be  out  of  place. 

The  book  salesperson.  It  is  possible  to  handle  books  merely  as 
merchandise,  and  one  successful  buyer  boasts  that  he  knows 
nothing  about  books.  This  can  not  be  true  of  the  person  who 
sells  books  for  with  a  minimum  of  effort  she  may  attain  the  power 
and  influence  of  the  teacher  in  the  school. 

School  training  is  invaluable  and  the  educational  demands 
much  greater.  College  graduates  who  are  real  lovers  of  books  and 

6647-12 


178  INDIANAPOLIS  VOCATIONAL  SURVEY 

who  have  an  instinctive  appreciation  of  good  literature  would 
find  congenial  employment  selling  books  and  periodicals.  Refine- 
ment, a  scholarly  attitude  of  mind,  and  courtesy  are  absolutely 
essential.  These  salespeople  stand  as  advisors  before  the  reading 
public  as  truly  as  do  the  librarians.  There  are,  aside  from  genuine 
love  for  good  literature,  certain  mechanical  details  to  be  mastered 
such  as  knowing  how  to  read  catalogs,  and  the  methods  of  cata- 
loging employed  by  the  American  Library  Association.  The  ac- 
quaintance with  catalogs  should  extend  to  foreign  as  well  as 
domestic  catalogs.  Close  touch  with  the  State  laws  regarding 
school  books  is  not  to  be  overlooked.  In  the  store  the  arrange- 
ment of  the  stock  and  the  constant  change  in  the  arrangement  are 
important  points.  The  salesperson  should  keep  in  touch  with  the 
latest  novels,  with  the  best  sellers,  and  with  the  books  which  are 
being  most  often  called  for  at  the  public  library.  If  she  has  had 
a  course  in  art  in  the  high  school  or  art  institute,  she  will  know 
illustrators  better.  This  knowledge,  combined  with  some  knowl- 
edge of  bookbinding,  would  give  her  valuable  "talking  points" 
for  her  customer.  Above  all,  she  must  know  the  contents  of  the 
books  which  she  sells  either  through  reviews  or  reading.  A  sales- 
person in  the  bible  section  of  the  book  department  must  be  some- 
thing of  a  bible  student  and  know  the  different  translations  and 
editions. 

The  juvenile  department  should  be  in  charge  of  one  who  loves 
children,  likes  to  read  childrens'  books  and  has  had  kindergarten 
training. 

The  salespeople  should  know  special  editions,  the  so-called 
subscription  books  and  holiday  editions.  They  should  be  able  to 
talk  intelligently  about  books  for  which  they  have  little  call,  such 
as  reference  books,  encyclopedias,  etc.  They  should  know  the 
dates  when  new  books  are  coming  out,  know  how  many  editions 
a  book  has  run,  and  keep  the  mind  and  memory  active  as  to  prices, 
discounts,  etc. 

The  furniture  salesman.  The  successful  furniture  salesman 
must  have  had  technical  training.  It  is  essential  that  he  know 
not  only  his  own  merchandise,  which  is  rich  in  information  but 
he  must  know  many  allied  departments,  and  have  many  allied 
interests.  He  must  be  a  man  with  a  broad  education  and  able  to 
meet  people  easily.  He  must  be  able  to  talk  intelligently  about 
furniture,  periods  of  furniture,  woods  and  their  imitations,  finish- 
ings and  varnishes.  He  knows  such  facts  as  that  black  gum, 
quarter-sawed,  which  is  used  to  imitate  mahogany  will  warp  and 


FINDINGS  AS  TO  INDUSTRIES  179 

that  other  imitations  for  mahogany  are  birch,  walnut  and  maple. 

The  salesman  of  period  furniture  must  be  interested  in,  and 
enjoy,  history  and  delving  in  libraries  for  cuts  and  pictures  of  the 
furniture  of  foreign  countries  and  of  ancient  design  He  must 
know  the  origin  and  evolution  of  period  furniture,  and  the  dis- 
tinguishing features  of  each  period. 

The  salesman  should  lead  his  customers  to  select  furniture  with 
an  eye  to  permanency  and  harmony.  If  he  is  assisting  the  custo- 
mer in  furnishing  a  room  it  should  be  his  duty  to  see  to  it  that 
everything  in  the  room  be  harmonious.  A  customer  may  buy 
separate  and  unrelated  pieces,  but  color  and  design  should  be  so 
combined  as  to  make  a  harmonious  whole.  Periods  can  thus  be 
intermingled  if  great  care  is  taken  not  to  clash  in  color  or  style  of 
wood.  A  study  of  architecture  enters  vitally  into  the  furnishing 
of  the  home. 

In  the  store,  furniture  is  placed,  insofar  as  space  makes  it 
possible,  to  attract  the  customer.  In  this  placement  of  furniture 
the  artistic  temperament  of  the  salesman  is  shown.  The  place- 
ment and  effective  arrangement  of  the  furniture  to  attract  the 
eye  of  those  ascending  and  descending  in  the  elevator  is  especially 
important. 

Delivery  Department. 

The  delivery  department  has  for  its  purpose  the  delivery  of 
the  merchandise  in  an  absolutely  perfect  condition  at  the 
customer's  door. 

The  delivery  of  the  goods  involves  much  clerical  work  from 
the  time  the  salesperson  makes  out  her  "send"  check  until  the 
final  O.  K.  of  delivery  is  given.  The  promptness  with  which  the 
deliveries  are  made  establishes  the  good-will  of  the  firm  towards 
its  patrons.  The  various  occupations  in  the  delivery  department 
are  those  of  manager,  helper,  wagon  boy,  driver  or  chauffeur.  The 
helper  may  be  a  sorter,  router,  return  goods  manager,  or  a  special 
delivery  boy. 

The  manager  must  be  a  man  of  such  absolute  integrity  that  he 
need  not  be  under  bond,  as  the  drivers  or  chauffeurs  are.  No 
store  function  demands  a  more  perfect  organization.  He  must 
know  the  city  thoroughly  in  order  to  lay  out  his  delivery  routes. 
He  must  then  direct  his  chauffeurs  how  to  deliver  without  loss  of 
time.  Many  problems  come  up  for  his  consideration  every  day. 
The  C.  O.  D.'s  especially,  present  difficulties.  How  many  times 
shall  a  parcel  be  carried  to  the  woman  who  puts  the  driver  off  from 


180  INDIANAPOLIS  VOCATIONAL  SURVEY 

day  to  day?  Many  times  circumstances  arise  which  unjustly 
incriminate  the  driver  or  other  employees  in  the  department.  He 
must  have  the  ability  to  discover  the  facts  of  a  situation  and  have 
the  keen  sense  of  justice  to  fix  the  blame  rightly.  The  manager 
should  be  a  man  of  considerable  education,  and,  above  all,  a  man 
of  experience.  He  must  have  some  knowledge  of  all  departments 
of  the  store  and  how  to  keep  accounts. 

The  assistants  to  the  manager  need  no  special  training  for  their 
work.  The  driver  or  chauffeur  must  be  a  mature  man,  must  know 
the  streets  of  the  city,  have  a  thorough  knowledge  of  a  machine 
and  know  the  city  ordinances  in  regard  to  traffic  regulations.  He 
should  have  had  experience  sufficient  to  meet  emergencies.  Be- 
cause valuable  goods  are  entrusted  to  him,  he  has  to  give  bond. 

The  wagon  boy  may  be  any  young  lad  who  likes  outdoor  work. 
The  wage  is  small,  the  demands  not  great.  As  a  representative  of 
the  firm  at  the  customer's  door,  he  should  always  be  clean  and 
courteous.  He  should  be  able  to  read  addresses  readily,  which 
are  none  too  legibly  written  and  to  make  change  rapidly.  As  the 
law  forbids  boys  under  sixteen  to  work  overtime  this  age  limit  is 
closely  observed.  Often  the  more  likely  of  the  wagon  boys  are 
advised  to  take  up  the  inside  work  where  the  wages  are  higher 
and  where  there  is  an  opportunity  for  promotion. 

The  helpers  on  the  inside  are  sorters,  routers,  a  return-goods 
manager,  and  special  delivery  boys.  Their  duties  and  qualifica- 
tions are  defined  on  the  accompanying  chart.  These  positions 
offer  an  opportunity  to  learn  something  about  merchandise  and 
it  is  the  natural  sequence  for  a  boy  who  cares  for  merchandise  to 
be  promoted  finally  to  the  salesforce. 

Comparison  of  Textile  Fibers. 

It  developed,  in  the  course  of  the  survey  of  retail  stores,  that 
by  far  the  greater  number  of  employees  are  in  positions  which 
sell  merchandise  made  from  textiles  of  one  sort  or  another.  As 
has  been  stated  previously,  one  of  the  most  definite  needs  of  sales- 
people is  knowledge  about  the  merchandise  which  they  sell.  The 
following  chart  dealing  with  a  comparison^  of  textile  fibers  was 
prepared  as  an  outgrowth  of  the  feeling  that  the  Survey  might  be 
helpful  with  this  suggestion  as  to  how  information  in  regard  to  the 
textiles  from  which  much  merchandise  is  manufactured  might  be 
presented  in  the  stores  and  to  classes  studying  textiles  in  the 
public  schools. 


FINDINGS  AS  TO  INDUSTRIES 
Comparison  of  Textile  Fibers. 


181 


Historical  Significance  of  Fibers. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

Constantino. 
Sign  of  Royalty. 

In  U.  S.  History. 
Revolution. 

U.      S.      History. 
Civil  War. 

Biblical. 
Egyptian    mum- 
mies. 
Sign  of  royalty. 

Countries  Producing  Raw  Material. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

China. 
Japan. 
Italy. 
France. 

Australia  and  New 
Zealand. 
S.  A.  Argentina. 
Africa. 
United  States. 
Great  Britian. 

United  States. 
India. 
Egypt. 
Brazil,  S.  A. 
China. 

Russia. 
Belgium. 
Ireland. 
France. 
Germany. 

Climate. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

Temperate  climate 
produces    strong, 
even  silk.    Trop- 
ical climate  pro- 
duces soft,  bright 
silk. 

Temperate      with 
moderate  rainfall 
and  no  great  falls 
of  snow.   Soil  fer- 
tile   for    pastur- 
age.   Climate 
cool,  clear. 

Warm   with   rain- 
fall in  early  sea- 
son.       Soil    rich, 
well-f  ertilized  with 
sandy    sub-soil. 
Necessity  of  crop. 

Linen  grows  easily 
in  almost  all  cli- 
mates and   coun- 
tries.   Damp  gray 
weather  best. 

Conditions  of  Production. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

Most      important 
factors  choice  of 
eggs    and    condi- 
tion of  leaves. 

Crossbreeding  and 
care  during  pas- 
turage   greatly 
improve  fiber. 

Cross  fertilization. 
Soil    fertilization 
and    rotation    of 
crops  greatly  im- 
prove staple. 

Soil  must  be  highly 
cultivated.    Rota- 
tion of  crops  nec- 
essary    for     best 
crop.    Seeds  care- 
fully selected. 

182  INDIANAPOLIS  VOCATIONAL  SURVEY 

Comparison  of  Textile  Fibers — Continued. 


Preparation  of  Raw  Material  for  Market. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

Cocoons    reeled. 

Shearing       during 

Harvesting     prac- 

When flax  is  ripe. 

silk  dried,  twisted 

the        warm 

tically     all      the 

the    sheaves    are 

into    hanks    and 

months.  Machin- 

time  of   growth, 

pulled    by    hand. 

clipped  to  manu- 

ery   highly    suc- 

as   blossom    and 

the    stems    dried. 

facturer. 

cessful.         Com- 

fruit   appear    on 

put    through    the 

pressed  into  bags 

same  plant.    Ma- 

rippling     process 

about  500  pounds 

chinery  never  yet 

and  stored  or  sent 

by  machinery. 

successful.       En- 

directly to  manu- 

tirely  picked   by 

facturer. 

hand    by    cheap. 

unskilled     labor. 

Compressed  into 

square  or  round 

bales    containing 

about  500  pounds 

by  machinery. 

Dominant  Characteristics  of  Fiber. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

1.  Finest. 

1.  Scales       (1000- 

1.  Ribbonlike  -fib- 

1. Absorbs     water 

2.  Round  fiber. 

3000       to       an 

er  slightly  flat- 

rapidly. 

3.  Lustrous. 

inch)  . 

tened. 

2.  Launders  well. 

4.  Long. 

2.  Grease. 

2.  Twisted. 

3.  Conductor       of 

5.   Gummy. 

3.  Curl. 

3.   Fairly   smooth. 

heat. 

6.  Non-conductor 

4.  Warmth. 

4.   Soft   with   nap. 

4.  Leathery  feel. 

of  electricity. 

5.   Wiriness. 

5.  Not    warm    to 

5.   Crushes  easily. 

7.   18   to   50%    of 

6.  Absorption     of 

touch. 

6.  Quality  of  rapid 

weight  is  gum. 

moisture. 

6.  Thin. 

evaporation. 

7.  Felting  proper- 

7. Good    launder- 

7. Cleanliness. 

ties. 

ing. 

8.  Endurance. 

8.  Tensile  strenth. 

8.   Highly    inflam- 

9.  Strength. 

9.  Elasticity. 

mable  qualities. 

10.  Tenacity. 

10.  Soft  with  nap. 

9.   Necessary       to 

11.  Luster. 

11.  Not    easily    in- 

use mordant  in 

12.  Free  from  lint. 

flammable. 

dyeing. 

13.   Heavy. 

12.  Takes  dye  well. 

10.  Very    few    fast 

13.   Does   not   fade 

colors. 

easily. 

FINDINGS  AS  TO  INDUSTRIES 
Comparison  of  Textile  Fibers — Continued. 


183 


Markets  for  Raw  Material. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

Naples. 

London. 

Liverpool. 

Belfast. 

Shanteena. 

Boston. 

New  York. 

Canton. 

New  Orleans. 

Tokio. 

Countries  Producing  Finished  Product. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

France. 

Great  Britian. 

United  States. 

Ireland. 

United  States. 

United  States. 

Great  Britian. 

France. 

Germany. 

Germany. 

Germany. 

Germany. 

Switzerland. 

Scotland. 

Processes  of  Manufacture. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

1.  Degumming. 

1.   Scouring. 

1.  Ginning. 

1.   Retting. 

2.  Mordanting. 

2.   Drying. 

2.   Breaking. 

2.  Breaking. 

3.   Beating. 

3.   Burring. 

3.   Carding. 

3.  Scutching. 

4.   Winding. 

4.  Carding. 

4.   Drawing. 

4.   Hackling. 

5.   Combing. 

5.   Drawing. 

5.  Spinning. 

5.   Sorting  and  cut- 

6.  Spinning. 

6.   Spinning. 

6.   Weaving. 

ting. 

7.   Weaving. 

7.   Starching  or 

6.  Drawing  and 

8.   Finishing. 

sizing. 

roving. 

7.   Spinning. 

8.  Winding. 

9.  Weaving. 

10.   Finishing. 

11.  Bleaching. 

12.   Dressing. 

13.   Beetling. 

Dyes. 

Animal  Fibers.* 

Vegetable  Fibers. 

SILK.                            WOOL. 

COTTON. 

LINEN. 

Take  dyes  beautifully  and  holds  them 

Feeble. 

Almost    impossible 

well. 

—  never       perma- 

*Mordants aid  fastness  of  color  in  any 

nent. 

fiber. 

184  INDIANAPOLIS  VOCATIONAL  SURVEY 

Comparison  of  Textile  Fibers — Continued. 


Adulterants. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

1.  Salts  of  tin. 

1.  Shoddy. 

Sized  with 

1.  Cotton    threads 

2.  Salts  of  iron. 

2.  Mongo. 

1.  Starch. 

interwoven. 

3.  Salts  of  lead. 

3.   Extracts. 

2.  Gums. 

2.  Calendered,  pol- 

4. Rice  water. 

4.  Cotton  veneer- 

3. China  clay. 

ished  cotton  in- 

5. Artiflcial  silk. 

ed  with  wood. 

terwoven. 

6.  Gelatin. 

5.  Noils. 

7.  Wood  fiber. 

8.  Cotton  threads 

interwoven. 

9.  Mercerized  cot- 

ton. 

Substitutes. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

Artiflcial  silk. 

1.  Noils. 

1.  Wood  pulp. 

2.  Shoddy. 

2.  Ramie. 

3.  Mungs. 

3.  Pineapple. 

4.  Extracts. 

4.  Spun  glass. 

5.  Flocks. 

5.  Metallic  threads. 

6.  Slag  wool. 

7.  Asbestos. 

By-products. 

SILK. 

WOOL. 

[COTTON. 

LINEN. 

Lanolin. 

Cotton-seed  oil. 

Linseed  oil. 

Soap. 

Cottoline. 

Linseed  cakes. 

Grease  used: 

Bran  from  hulls. 

Fertilizer. 

1.  For    softening 

Oleomargarine. 

of  leather. 

Oil  cakes  (food  for 

2.  Medicinal 

animals)  . 

purposes. 

Linters. 

3.  Machine  waste. 

Fertilizer    from 

Mutton. 

hull. 

Pelts. 

Paper  from  hull. 

Fuel. 

Sheet         wadding 

from  lint  of  seed. 

"•Celluloid. 

'Collodion. 

Guncotton. 

'Artificial  silk. 

*When  treated  with  nitric  acid. 


STUDY  OF  HOUSEKEEPING 


185a 


Uses  of  Finished  Product. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

1.   Dress  materials. 

1.  Dress  materials. 

1.  Dress  materials 

1.  Table  coverings 

2.  Suitings. 

2.  Suitings. 

suitings. 

and  napkins. 

3.  Undergarments. 

3.  Undergarments. 

2.  Undergarments. 

2.  Towels. 

4.  Veilings. 

4.  Bed  coverings. 

3.  Linings. 

3.  Sheeting. 

5.   Draperies     and 

5.  Draperies 

4.  Hats. 

4.  Dress  materials. 

furniture 

6.  Outer  garments 

5.  Draperies    and 

5.  Suitings. 

coverings. 

(coats). 

furniture 

6.  Handkerchiefs. 

6.  Table  covers. 

7.  Hosiery. 

coverings. 

7.  Surgical  uses. 

7.  Dress  trim- 

8.  Mattresses. 

6.  Table      cover- 

mings. 

ings  and  nap- 

8. Fancywork. 

kins. 

9.  Millinery. 

7.  Floor       cover- 

10. Gloves. 

ings. 

11.  Linings. 

8.  Shoe  linings. 

12.  Umbrella  cover- 

9. Mattress  cover- 

ings. 

ings. 

13.  Handkerchiefs. 

10.  Towels. 

14.  Hosiery. 

11.  Sheetings. 

12.  Handkerchiefs. 

13.  Hosiery. 

14.  Umbrella 

coverings. 

15.  Pillow  slips. 

16.  Laces. 

17.  Blankets. 

V 

18.  Comforts. 

19.   Quilts. 

FINDINGS  AS  TO  INDUSTRIES 
Comparison  of  Textile  Fibers — Continued. 


185 


Chemicals  Used  for  Tests. 

Sulphuric  acid. 

Hydrochloric 

acid. 

Potassium         hy- 

droxide. 

Ammonium       hy- 

droxide. 

Babbitt's  lye. 

Millions  reagent. 

OTHER  TESTS. 

Litmus  paper. 

Burning  with  fire. 

Olive  oil. 

. 

Iodine. 

Characteristics  of  Finished  Products. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

Lustrous. 

Warm.                           Cool. 

Cool. 

Expensive. 

Practical. 

Inexpensive. 

Launders        excel- 

Soft. 

Durable. 

Light  weight. 

lently. 

Cool. 

Soft. 

Launders  well. 

Leathery. 

Strong. 

Strong. 

Durable. 

Absorbent. 

Smooth  surface. 

Elastic. 

Mercerized  it  has 

Clean. 

Durability. 

Expensive. 

silken  surface. 

Smooth. 

Doesn't  shrink. 

Shrinks. 

Shrinks  some. 

Glossy. 

Strong. 

Shrinks  badly. 

Principal  Staple  Fabrics. 

SILK. 

WOOL. 

COTTON. 

LINEN. 

Chiffon. 

Albatross.] 

Batiste. 

Butcher's  linen. 

China  silk. 

Bedford  cord. 

Calico. 

Cambric. 

Crepe  de  chine. 

Broadcloth. 

Canton  flannel. 

Crash. 

Foulard. 

Cheviot. 

Gingham. 

Damask. 

Japanese  silk. 

Corduroy. 

Galatea. 

Dress  linen. 

Peau  de  soie. 

Covert. 

Long  cloth. 

Huckaback. 

Pongee. 

Flannel. 

Lawn. 

Handkerchief  linen. 

Satin. 

Serge. 

Madras. 

Linen  lawn. 

Taffeta. 

Tweed. 

Muslin. 

Sheeting. 

Velvet. 

Voile. 

Percale. 

186  INDIANAPOLIS  VOCATIONAL  SURVEY 

XI.  PRINTING. 

The  purpose  of  the  Survey  of  the  printing  trades  was  to  secure 
the  facts  and  figures  relating  to  the  local  industry,  to  analyze 
these  facts  in  order  to  determine  the  advantages  found  and  to 
emphasize  them  and  to  point  out  the  deficiencies  and  suggest  the 
remedy.  The  study  concludes  with  suggestions  in  regard  to  the 
possibilities  of  co-operation  between  the  public  schools  and  the 
trades.  A  direct  canvass  of  the  Indianapolis  printing  plants  was 
made,  statistical  tables  were  compiled  and  the  returns  analyzed, 
keeping  always  in  view  the  workmen,  the  executives  and  employers 
and  the  operating  conditions  in  the  shop. 

Importance  of  the  industry.  The  printing  industry  does  not 
produce  the  volume  of  business  warranted  by  the  manufacturing 
importance  of  the  city.  According  to  the  census  of  1909  there 
was  126  shops  with  1,756  wage-earners;  in  1914  there  was  152 
establishments  reported  with  1,681  wage-earners;  an  increase  of 
26  shops  and  decrease  of  75  workmen.  This  seems  to  indicate 
a  trend  from  the  large  to  the  small  shop.  This  segregation  of  the 
industry  into  small  units,  commonly  designated  in  the  trade  as 
"bedroom"  shops,  is  not  conducive  to  the  best  interests  of  the 
industry  from  either  the  standpoint  of  proprietor  or  workmen. 
As  a  matter  of  fact,  many  proprietors  of  small  shops  would  be 
better  off  working  as  journeymen  in  the  trade  both  from  economical 
and  industrial  reasons.  The  small  shop  can  not  pay  the  wages, 
can  not  give  the  hours,  can  not  operate  under  working  conditions 
equal  to  those  of  the  larger  plants,  nor  can  the  output  be  of  first- 
class  quality  or  the  scale  of  production  large. 

It  may  be  noted  at  this  point  that  the  allied  printing  trades 
exert  a  marked  influence  and  are  more  or  less  responsible  for  the 
present  state  of  affairs,  for  they  are  in  favor  of  the  establishment 
of  the  small  shop.  The  unions  likewise  offer  little  obstacle  to  those 
wishing  to  branch  out  for  themselves.  It  is  quite  generally  the 
case  that  a  compositor  and  pressman  will  combine  their  capital 
and  open  up  a  shop.  The  usual  result  follows.  These  men  find 
themselves  in  a  position  to  compete  fairly  with  the  large  estab- 
lishments. They  can  bid  low  and  work  overtime.  The  large 
establishments,  according  to  union  regulations,  must  pay  for  over- 
time for  rush  orders  while  the  small  shops  do  not.  The  result  is 
obvious,  the  large  plants  can  not  compete  with  so  many  small  ones, 
which  thus  seriously  affects  the  business.  Some  large  shops,  as 
a  result,  hesitate  to  procure  up-to-date  equipment,  and  so  are  in 


FINDINGS  AS  TO  INDUSTRIES 


187 


no  position  to  do  large  artistic  jobs  on  the  same  terms  as  the  pro- 
gressive shops  in  other  cities.  The  natural  result  is  that  many 
auto  factories  and  manufacturers  send  their  printing  elsewhere. 

The  survey  of  the  industry  covered  100  plants,  employing 
1,381  workers.  It  was  complete  as  regards  the  larger  establish- 
ments, and  covered  a  majority  of  the  small  shops.  The  shops 
not  embraced  in  the  Survey  being  some  of  the  one  and  two-man 
job  shops,  of  which  there  are  a  large  number  in  the  city. 

Table  1 — Employees  en  the  Printing  Trades  Classified  by  Sex  and 

by  Trade 


TRADE 

EMPLOYEES  IN  PRINTING  TRADES 

Total 

Book  and  Job  Shops 

Newspapers 

Both 
Sexes 

Male 

Fe- 
male 

Percent  of 
distribution  by 
trade. 

Total 

Male 

Fe- 
male 

Total 

Male 

Fe- 
male 

10 
10 

Male 

Female 

Total. 

1,381 

1,277 
104 
308 
40 

132 
13 

3 

2 

35 
29 
27 
33 
82 
76 
16 

24 
96 
93 
69 
185 
51 
28 
39 

1,223 

1,119 
104 
307 
40 

128 
13 

3 
2 
31 
17 
27 
33 
82 
76 
16 

24 
93 
71 
69 
74 
50 
28 
39 

158 

158 

100.0 

87.6 
100  0 

100.0 

12.4 

1,084 

1,010 

74 
242 
28 

68 
5 

3 
2 
21 
19 

936 

862 
74 
241 
28 

66 
5 

3 
2 
17 
15 

148 
148 

297 

267 
30 
66 
12 

64 

8 

287 

257 
30 
66 
12 

62 

8 

Journeymen  
Apprentices  

Hand  compositors 
Stonemen  

1 

25.2 
3  3 

.6 

1 

2 

2 

Linotype     opera- 
tors   

4 

10.4 
1  1 

.6 

Linotype  machin- 
ists   

Monotype   opera- 
tors   

2 
1 

Monotype  castors. 
Proofreaders  
Copyholders  
Stereotypers  
Web-pressmen.  .  .  . 
Cylinder  pressmen 
Job  pressman  
Web  press  helpers. 
Assistant      press- 
men   

4 
12 

2.5 
1.4 

22 
2  7 

2.6 

7.7 

4 
4 

14 
10 
27 
33 

14 

2 
27 
33 

8 

6  7 

82 
76 

82 
76 

6  2 

1  3 

16 

16 

1  9 

24 
96 
93 
69 
185 
32 

24 
93 
71 
69 
74 
31 

Cylinder  feeders  . 
Job  feeders  
Bookbinders  
Bindery  workers.  . 
Photo  engravers  .  . 
Mailers  

3 

22 

7.6 
5.8 

5.8 

1.4 
13.9 

3 

22 

111 

1 

13.4 
4.1 
2  3 

70.4 
.8 

111 
1 

19 

28 

19 

28 

Lithographers.  .  .  . 

3  2 

39 

39 

188 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  1.  Employees  in  the  printing  trades  classified  by  sex 
and  by  trade.  The  printing  and  publishing  business  occupies  two 
different  fields.  Newspaper  and  publishing  plants  and  book  and 
job  plants.  As  far  as  the  workmen  are  concerned  the  same  or- 
ganizations cover  both  divisions  but  the  employers  have  separate 
associations. 

The  newspaper  field  embraces  all  the  publication,  production, 

Table  2  —  Employees    in   Book    and    Job    Shops  Classified    by  Trade 

and  Size  of  Shops. 


EMPLOYEES  IN  BOOK  AND  JOB  SHOPS 

DEPARTMENT  AND 
TRADE 

Total 

Size  of  Shop 

Number 

Per  cent 

Employing 
1-5. 

Employing 
6-20. 

Employing 
31-50. 

Employing 
over  50. 

Total 

1,084 

1,010 
74 

190 
52 

28 

60 
8 
5 
3 
2 
21 
19 

82 
76 
24 
96 
93 

66 
3 
185 

26 
6 

34 
5 

100.0 

93.1 
6.9 

17.6 
4.8 

2.6 

5.5 
.7 
.4 
.2 
.1 
2.0 
1.8 

7.6 
7.0 
2.2 
8.9 

s  >; 

6.1 
.2 
17.1 

2.4 
.6 

3.2 
.4 

139 

123 
16 

57 
16 

1 
7 

292 

271 
21 

68 
20 

6 
15 

347 

324 

23 

38 
12 

11 

30 
6 
3 
1 
1 
10 
10 

31 
14 

10 
27 
18 

19 

1 
89 

7 
3 

h 

5 
Li 

306 

292 
14 

27 
4 

10 

8 
2 
1 

Apprentices  

Composing  department 
Hand  compositor  

Journeymen          .... 

Make-up    and    stone- 
men  

Linotype  operators  
Journeymen  

Apprentices      

Linotype  machinists  
Monotype  operators  
Monotype  machinists  — 
Proofreaders 

1 

2 
1 

3 
3 

27 
27 
10 
23 
45 

4 

8 
6 

23 
•  4 
3 
37 
18 

42 
2 
62 

14 
2 

29 
4 

Copyholders  

Pressroom 
•  Cylinder  pressmen  
Job  pressmen  

1 
31 
1 
9 
12 

1 

Assistant  pressmen.  .... 
Cylinder  pressfeeder  
Job  pressfeeders 

Bindery  room 
Bookbinder)         

Journeymen  

Bindery  workers    . 

34 

5 
1 

Other  departments    

KriKravers              

Lithographers       

Apprentices       

FINDINGS  AS  TO  INDUSTRIES 


189 


and  advertising  work  of  the  daily  and  weekly  press,  while  the 
book  and  job  work  includes  the  various  lines  of  magazine,  period- 
ical, commercial,  and  general  printing.  There  are  four  news- 
paper plants  in  the  city  employing  297  workmen  and  ninety-six 
book  and  job  shops  employing  1,084  workmen.  The  occupations 
are  varied,  there  being  eleven  unions  directly  connected  with  the 
printing  trade. 

Table  2.  Employers  in  book  and  job  shops  classified  by 
trade  and  size  of  shop.  Of  the  ninety-six  book  and  job  shops 
surveyed,  fifty-two,  or  more  than  one-half  are  shops  employing 
from  one  to  five  workers;  thirty  employ  six  to  twenty  workers 
ten  employ  twenty-one  to  fifty  workers;  and  four  employ  more  than 
fifty  workers.  It  will  be  noted  that  the  proportion  of  small  shops 
among  the  establishments  surveyed  is  very  large,  and,  if  allow- 
ance be  made  for  the  small  shops  not  surveyed,  the  proportion 
is  greater  than  appears  in  the  Survey  returns. 

Table  3 — Book  and  Job  Shops  and    Employees  Classified 
by  Size  of  Shop. 


SIZE  OF  SHOP 

X 

BOOK  AND  JOB  SHOPS 

Number 
of 
shops 

Number 
of 
employees 

Percentage  Distribution 

Average 
number 
of  em- 
ployees 
per  shop. 

Shops 

Employees 

Total 

96 

52 
30 
10 
4 

1,084 

139 
292 
347 
306 

100.00 

54.16 
31.25 
10.43 
4.16 

100.00 

12.82 
26.94 
32.01 
28.23 

11  3 

2.7 
9.7 
34.7 
76.5 

1-5  employees  

6-20  employees 

21-50  employees 

Over  50  employees  

Table  3.  Book  and  job  shops  and  employees  classified  by 
size  of  shop.  It  is  the  opinion  of  the  Survey  that  considerable 
expansion  of  trade  is  possible  in  the  plants  already  established. 
Few  of  these  produce  maximum  output  and  many  of  them  are 
not  well-equipped.  There  is  a  lack  of  proper  business  and  ac- 
counting methods  in  the  trade.  Accurate  cost  and  estimating 
systems  are  in  use  in  only  a  few  plants.  There  is  not  sufficient 
encouragement  on  the  part  of  employers  to  improve  the  ability 
and  encourage  the  progress  of  the  man. 

Conditions  in  the  trade.     Amicable  relations  exist  for  the  most 


190  INDIANAPOLIS  VOCATIONAL  SURVEY 

part  between  the  employing  and  labor  interests  in  the  trade. 
There  is  a  growing  realization  that  active  co-operation  on  the  part 
of  both  is  necessary  for  the  proper  advancement  and  monetary 
returns  in  the  industry  as  well  as  for  increasing  the  volume  of 
business.  There  is  also  a  well-defined  disposition  to  accept  any 
aid  the  schools  may  be  able  to  extend. 

Occupational  analyses.  Occupational  analyses  for  the  print- 
ing trades  have  been  made  in  the  Report  of  the  Evansville  Survey, 
and  in  the  Richmond,  Virginia,  and  Minneapolis  Surveys.  These 
analyses  apply  to  the  trades  as  practiced  in  Indianapolis. 

Production  of  printing.  Printing  is  in  itself  a  complex  industry. 
No  matter  how  large  the  plant,  it  is,  in  effect,  a  combination  of 
small  units  or  production  centers,  each  producing  a  clearly  de- 
fined product  more  or  less  complete  in  itself,  as  an  integral  part 
of  the  whole.  Such  being  the  case  the  details  of  manufacturing 
carry  more  risk  and  possibility  of  error  than  almost  any  other 
line  of  work,  and  should,  therefore,  provide  a  larger  margin  of 
profit. 

It  is  a  fact  that  printing  is  a  profitable  business.  If  it  were 
not  so,  it  could  not  stand  the  loss  and  inefficiency  which  character- 
izes its  operation  and  exist  as  an  industry.  Some  of  our  greatest 
manufacturing  concerns  have  grown  wealthy  from  the  sale  of 
equipment  of  printing  plants,  and  a  number  of  these  have  paid 
millions  of  dollars  in  dividends,  while  the  printer  himself  has 
often  remained  in  ordinary  if  not  limited  circumstances. 

Added  to  this  is  the  condition  attending  a  special  order  in- 
dustry. The  manufacturer  of  soap,  for  example,  can  sjbore  his 
product  against  future  demand,  maintaining  the  output  with 
some  degree  of  uniformity.  A  printer,  however,  combines  the 
functions  of  an  originator,  a  manufacturer,  and  a  retailer,  in  that 
he  must  secure  his  special  order,  and  then  design,  manufacture, 
and  deliver  it.  This  product  when  manufactured  is  practically 
valueless  except  to  the  one  purchaser. 

The  further  fact  is  patent  that  printing  must  appeal  psychologi- 
cally and  requires  in  the  highest  degree  sales-promotion  service. 
As  an  industry  it  is  quite  safe  to  say  that  printing  has  given  the 
most  and  received  the  least. 

Organization  of  the  business.  The  organization  of  a  modern 
printing  plant  is  a  study  in  industrial  efficiency.  The  general 
operation  is  vested  in  proprietor  and  general  management,  which 
in  turn  subdivides  into  three  divisions,  sales,  manufacture,  and 
accounting. 


191 

The  sales  division  comprises  all  the  activities  in  connection 
with  the  promotion  of  service  and  the  disposal  of  product.  Sales- 
manship is  essential  to  printing  not  only  for  supplying  the  normal 
demand  but  for  creating  new  business.  The  tendency  of  the  best 
plants  is  to  devote  their  energies  to  creative  service  and  to  the 
extension  of  the  use  of  printed  matter,  with  its  equivalent  return 
to  the  customer,  rather  than  to  competition  on  sharply  defined 
lines  of  existing  business. 

The  factory  end  is  divided  into  departments  or  production 
centers  based  on  uniformity  of  equipment,  product,  wages,  and 
operation.  Thus  all  parts  of  the  work  relating  to  setting  type 
are  carried  on  in  the  composing  room,  those  connected  with  make- 
ready  and  printing  in  the  pressroom,  while  the  operations  relating 
to  folding  and  binding  of  books  are  confined  to  the  bindery. 

Type  of  men  in  industry.  The  various  occupations  require 
for  the  most  part  a  high  degree  of  intelligence  and  considerable 
manipulative  skill.  The  trade  is  in  itself  a  great  educator.  For 
instance,  the  nature  of  his  daily  vocation,  if  not  his  choice,  requires 
a  compositor  to  be  well-read. 

Printers,  as  a  class,  have  greatly  improved  in  sobriety,  industry, 
and  capacity  in  the  last  decade.  The  rules  of  the  trade  have 
grown  more  rigid.  The  tramp  printer  exists  to-day  only  in  tradi- 
tion. In  his  place  are  keen,  alert,  skillful  craftsmen.  They  are 
perhaps  not  better  masters  of  the  fundamental  processes  of  the 
trade  than  their  predecessors  were,  but  they  are  versed  in  the  opera- N 
tion  of  intricate  machinery  which  would  have  been  at  one  time 
the  admiration  and  bewilderment  of  the  former  generation. 

The  trade  is  fast  becoming  one  of  mechanical  precision.  Very 
few  of  its  branches  which  formerly  required  hand  labor  have  es- 
caped the  introduction  of  labor-saving  machinery,  much  of  which 
requires  considerable  skill  in  its  operation. 

Training  the  workmen.  The  training  of  workmen  for  the  in- 
dustry is  a  serious  and  comprehensive  problem.  The  old  methods 
of  training  prove  as  insufficient  in  the  present  day  as  the  old 
methods  of  manufacturing.  Printing  can  not  be  taught  in  the 
printing  office  alone.  Nor  can  any  form  of  school,  no  matter  how 
elaborately  organized,  turn  out  the  printers.  The  printer  of  the 
future  must  be  the  product  of  the  best  that  both  the  shop  and 
school  can  give. 

Working  conditions.  Working  conditions  in  most  plants 
visited  are  found  to  be  fairly  good.  Protective  devices  have  been 
generally  installed  on  all  types  of  machines  and  there  is  some 


192  INDIANAPOLIS  VOCATIONAL  SURVEY 

effort  in  most  plants  to  guard  against  accidents.  The  conditions 
of  light  and  ventilation  are  not  very  good  and  in  many  cases  the 
shops  lack  thorough  cleanliness,  fresh  paint,  clean  windows,  and 
the  removal  of  rubbish.  Rules  to  make  the  plant  clean  and  keep 
it  clean  will  remedy  these  conditions.  The  health  of  workers  in 
the  trade  should  be  made  a  definite  part  of  the  trade  instruction. 

Common  deficiences  of  workmen.  The  most  general  factor  of 
inefficiency  among  printers  as  in  other  trades  is  a  lack  of  education. 
This  is  observable  when  an  ordinary  journeyman  undertakes  to 
fill  an  executive  position.  Not  only  do  printers  as  a  class  need 
better  education  in  English,  mathematics,  art,  etc.,  but  also  in 
bookkeeping,  estimating,  costaccounting,  chemical  analysis  of 
paper,  ink,  etc.  together  with  the  knowledge  of  the  functions  of 
management  and  plant  operation.  The  shop  affords  little  oppor- 
tunity for  development  along  this  line  except  at  the  expenditure 
of  considerable  time  and  money  necessary  to  compensate  for 
errors  of  judgment  and  mistakes  in  production.  High  grade 
executives  were  perhaps  never  more  in  demand  than  they  are  at 
this  time.  The  schools  afford  opportunity  for  mastering  this 
applied  academic  work  and  ambitious  men  should  be  encouraged 
to  take  it  up.  The  printer  too  often  is  a  sort  of  ostrich  of  com- 
merce holding  his  head  in  a  sand  pile  of  error  and  imagining  that 
his  whole  industrial  body  is  adequately  protected.  The  chances 
he  is  prone  to  take  in  a  business  way  excite  admiration  of  his 
nerve  but  disparage  his  judgment. 

Qualifications  for  positions.  There  are  a  great  number  of 
different  positions  in  printing,  but  the  general  qualifications 
are  much  the  same,  differentiated,  of  course,  in  regard  to  the 
special  nature  of  the  operation.  As  a  general  proposition  any  man 
employed  in  printing  should  have  a  good  general  education, 
specialized  as  far  as  possible,  be  of  alert  mental  capacity  and  quick 
and  receptive.  Printing  in  any  of  its  branches  requires  an  unusual 
amount  of  thought.  Physical  strength  is  not  primary  except  in 
a  few  instances,  but  the  ability  to  think  is  absolutely  essential. 
Good  eyesight,  good  health,  and  artistic  sense,  and  a  receptivity 
for  small  manipulative  differences  are  important  requisites.  The 
qualifications  of  men  for  different  branches  of  the  industry  are  well 
known  in  the  trade  and  have  been  thoroughly  covered  by  the 
Minneapolis  Survey. 

Entering  the  trade.  Beginners  at  the  trade  are  required  to 
serve  an  apprenticeship,  usually  of  five  years,  which  may  or  may 
not  be  in  connection  with  school  training.  It  will  be  noted 


FINDINGS  AS  TO  INDUSTRIES  193 

that  these  provide  regulations  for  the  advancement  of  the  appren- 
tice and  the  scale  of  wages  for  his  remuneration.  A  certain 
aptitude  and  progress  is  a  necessary  requisite  for  all  boys  entering 
the  trade. 

The  purpose  of  the  Indianapolis  Survey  of  the  printing  industry 
has  been  primarily  to  develop  the  possibilities  of  co-operation  be- 
tween the  public  schools  and  the  trades. 

In  the  printing  trades,  the  apprenticeship  system  as  it  is 
practiced  in  Indianapolis  shops  is  primarily  a  means  of  regulating 
entrance  to  the  trades,  and  in  the  opinion  of  many  men  in  the 
trades,  it  has  comparatively  little  value  as  a  means  of  developing 
trade  skill.  The  apprentice  serves  his  time,  occupied  for  five 
years,  if  he  is  keen  and  persistent,  in  picking  up  and  digging  out 
scraps  of  trade  knowledge.  He  may  be  kept  indefinitely  on  any 
one  line  of  unskilled  work  at  which  he  can  make  his  wage.  He 
may  drift  about  from  shop  to  shop,  sometimes  acquiring  in  this 
way  a  semblance  of  trade  training,  and  sometimes  drifting  entirely 
out  of  the  industry. 

Master  printers  as  well  as  journeymen  recognize  the  failure 
in  practice  of  the  apprenticeship  system  as  regards  shop  training 
and  are  generally  willing  to  concede  that  the  apprentice  can 
acquire  trade  knowledge  and  skill  more  rapidly  and  surely  in  school 
than  he  can  in  the  shop,  at  least,  for  two  or  three  years  of  his 
apprenticeship  period — provided  always  that  the  school  is  properly 
equipped,  and  the  instruction  given  by  men  acquainted  practically 
with  the  trade. 

In  a  newspaper  office  the  apprentice  "chases"  proof  for  a  year, 
and  then  advances  to  the  proof  press  for  a  year,  and  so  he  may  come 
to  the  end  of  the  second  year  of  his  apprenticeship  without  having 
acquired  any  knowledge  of  type  cases,  or  any  skill  in  setting  type, 
or  in  machine  operation.  In  this  period  he  picks  up  some  informa- 
tion about  the  methods  of  getting  out  a  newspaper.  The  work 
that  he  does  is  essential  to  the  work  of  the  newspaper  office,  but 
it  is  not  essential  to  the  trade  training  of  the  apprentice  after  a 
brief  experience  of  it,  and  the  boy  is  not  advancing  in  his  trade 
as  rapidly  as  he  might  do  under  conditions  which  gave  him  an 
opportunity  to  exercise,  to  the  full  extent  possible,  his  natural 
capacities  and  aptitudes. 

This  failure  of  the  shop  to  provide  opportunity  for  the  appren- 
tice during  the  first  years  of  his  service  to  advance  in  his  trade, 
is  the  opportunity  of  the  schools.  By  being  taken  out  of  the  shop 

6647—13 


194  INDIANAPOLIS  VOCATIONAL  SURVEY 

for  these  first  years,  the  apprentice  loses -nothing  in  the  way  of 
trade  training  that  is  of  any  value  and,  if  the  schools  are  efficient, 
these  years  may  be  made  the  most  profitable  years  of  the  ap- 
prenticeship period. 

It  must  be  borne  in  mind  that  some  serious  limitations  are 
imposed  upon  the  apprentice  in  the  shop  by  the  maintenance  of 
trade  jurisdictions,  and  it  would  seem  to  the  advantage  of  the 
trades  that  these  jurisdiction  limitations  should  be  removed 
insofar  as  they  interfere  with  the  strict  maintenance  of  jurisdic- 
tions in  the  trades  generally. 

To  sum  up  briefly,  the  opinion  of  the  trades  as  regards  the 
apprenticeship  system  now  in  operation,  the  Survey  finds  that 
men  in  the  trades  generally  feel  that  the  apprentice  does  not 
get  the  training  to  which  he  is  fairly  entitled;  his  time  and  his 
employer's  time  and  money  are  wasted,  and  his  training,  such 
as  he  gets,  is  accidental.  The  apprenticeship  is  regarded  as  being 
of  little  value  to  either  the  boys  or  the  master  printers,  and  one 
progressive  printer  declared  that  a  boy  could  not  "get  an  idea  of 
the  printing  trades  by  apprentice  training." 

A  first  step  in  remedying  this  situation  is  obvious,  and  lies 
in  the  perfection  of  an  agreement  in  the  trades  under  which  master 
printers  and  journeymen  can  exploit  the'  opportunities  provided 
by  the  local  school  of  printing.  It  has  been  ascertained  by  the 
Survey  that  the  master  printers  and  the  unions  both  favor  an 
arrangement  by  which  the  technical  instruction  of  the  school  of 
printing  shall  be  incorporated  into  the  regular  apprenticeship 
training. 

Prevocational  work.  Prevocational  work  in  the  city  of  In- 
dianapolis is  carried  on  in  ten  printing  centers  on  a  time  basis  of 
about  two  hours  per  week.  The  scope  of  this  work  is  prevocational 
only,  and  while  undoubtedly  useful  there  is  considerable  field  for 
its  improvement.  The  centers  are  seriously  handicapped  by 
lack  of  sufficient  equipment  and  the  poor  quality  of  materials. 
This  naturally  limits  the  best  results  in  instruction. 

Vocational  instruction  in  the  trade.  Vocational  instruction 
for  the  printing  trade  should  be  in  very  close  co-operation  with 
the  trade  itself.  The  various  boards  provided  by  law  should  be 
in  active  charge  of  the  direct  instruction  work,  both  in  prepara- 
tion of  outlines,  scope  of  instruction  and  thoroughness  of  teach- 
ing. The  board  should  keep  in  constant  touch  with  the  progress 
of  each  student-apprentice  and  his  development.  It  is  manifestly 
impossible  for  a  school  to  turn  out  a  journeyman  printer.  The 


FINDINGS  AS  TO  INDUSTRIES  195 

school  can  acquaint  the  student  with  all  the  theoretical  information 
necessary  in  the  trade  and  much  of  the  shop  practice,  as  well  as 
affording  practical  experience  on  standard  machines  and  processes; 
but  while  it  is  thus  possible  to  give  advanced  technical  training 
in  the  school,  the  shop  must  develop  maturity  of  judgment  arid 
productive  experien.ee  under  commercial  conditions. 

There  are  four  indispensable  requisites  to  the  proper  teaching 
of  printing. 

First,  definite  aims,  scope  of  instruction,  and  provisions  for 
students  in  the  trade  to  the  end  that  only  the  proper  number  are 
educated  and  that  these  receive  the  best  instruction  possible  to 
give  them. 

Second,  standardized  courses  of  study,  outlines  of  instruction, 
systems  of  operation  and  methods  of  teaching. 

Third,  properly  trained  instructors  who  are  practical  mechanics 
in  the  trade. 

Fourth,  adequate  mechanical  equipment. 

Too  many  classes  of  printing  are  started  with  practically  no 
attention  paid  to  these  four  important  details.  As  a  result,  the 
work  is  far  from  satisfactory.  Practical  teachers  are  absolutely 
necessary.  It  is  impossible  for  any  man  to  teach  what  he  does 
not  know,  and  no  man  can  teach  the  printing  trade  except  the 
printer.  So  far  as  equipment  is  concerned,  elementary  opera- 
tions may  be  taught  to  a  large  group  with  a  small  amount  of 
equipment  and  under  one  instructor,  but  real  trade  training  re- 
quires small  classes  and  much  expensive  machinery.  It  costs 
money  to  furnish  real  technical  education  that  is  to  be  in  any  sense 
beneficial. 

Organization  of  classes.  The  first  consideration  in  promoting 
a  printing  class  is  the  question  of  whether  such  a  class  is  needed 
in  the  community  at  all.  The  next  is  how  many  boys  are  normally 
required  by  the  trade  each  year.  It  should  not  be  the  endeavor 
of  a  school  to  train  more  men  than  the  industry  can  absorb. 
Other  communities  should  not  be  depended  upon  to  take  up  the 
surplus,  as  they  have,  or  should  have,  the  means  of  caring  for 
their  home  requirements. 

It  is  of  prime  importance  that  a  decision  be  reached  in  each 
locality  where  vocational  printing  is  introduced  by  means  of 
conferences  with  all  trade  interests  as  to  the  aim  and  scope  of 
instruction.  This  having  been  decided  upon,  the  school  should 
be  organized  to  furnish  it  with  the  least  expenditure  of  time  and 
money. 


196  INDIANAPOLIS  VOCATIONAL  SURVEY 

What  should  be  taught.  The  first  duty  of  the  schools  is  to  teach 
those  things  which,  although  very  essential  in  the  trade,  can  not 
be  taught  in  the  shop.  This  should  include  English,  mathematics, 
and  art.  Wherever  the  time  available  permits,  the  other  subjects 
that  should  be  taught  are  civics,  physics,  chemistry  and  hygiene. 
The  application  of  all  academic  subjects  should  be  practical  and 
direct.  The  test  is:  Will  this  benefit  the  men  in  the  trade? 

English.  In  the  English  course  a  boy  should  be  taught  to 
write  a  good  legible  hand,  to  spell,  to  punctuate,  the  proper  use  of 
capitals,  small  capitals,  italic,  division  of  words.  The  proof- 
reader's marks  and  rules  for  reading  proof,  the  editing  of  copy, 
how  to  write  a  good  English  sentence  and  state  ideas  intelligently. 
He  should  be  taught  to  write  a  good  business  letter  and  how  to 
prepare  copy  for  publication. 

Mathematics.  The  making  of  legible  figures,  simple  addition, 
subtraction,  multiplication,  division,  and  use  of  decimals,  the 
point  system,  computing  composition,  figuring  amounts  of  paper, 
elementary  estimating,  bookkeeping,  and  cost  system  work. 

Art.  All  work  in  art  should  include  some  mechanical  free- 
hand drawing,  lettering,  principles  of  design,  proper  use  of  decora- 
tion, margins,  color  harmony;  all  of  which  should-  be  based  on 
practical  printing  problems. 

Civics.  The  civics  course  should  cover  in  a  general  way  the 
duty  of  the  boy  to  himself,  fellow-workmen,  his  employer,  and  to 
the  State.  His  duties  as  a  citizen,  an  understanding  of  the 
rights  and  functions  of  government,  etc. 

Physics  and  chemistry.  These  may  be  made  joint  or  separate 
courses,  to  include  analysis  of  paper,  ink,  and  other  materials 
used  in  printing.  Action  of  light  and  color,  details  of  mechanical 
movements,  applications  of  energy,  static  electricity,  humidity, 
and  other  conditions  involving  plant  operation. 

Hygiene.  The  desirability  of  educating  the  workmen  to  the 
importance  of  caring  for  their  health,  making  the  best  use  of  their 
energies,  and  preventing  accident  can  not  be  too  strongly  empha- 
sized. Simple  rules  of  health  and  accident  prevention  should  be 
taught  directly  and  thoroughly. 

Instructors.  The  first  thing  that  must  be  impressed  upon 
school  boards  is  that  they  must  secure  the  services  of  high-class 
men.  They  must  pay  them  what  they  are  worth.  A  first-class 
craftsman  should  not  be  asked  to  work  for  less  in  the  school  than 
he  can  draw  down  in  the  trade. 

The  qualifications  for  a  good  instructor  of  printing  are  exact- 


FINDINGS  AS  TO  INDUSTRIES  197 

ing.  He  should  be  a  good  practical  workman  and  in  good  stand- 
ing with  the  trade.  He  should  be  studious,  loyal,  patient,  ener- 
getic, and  able  to  get  along  well  with  his  students.  He  should  not 
be  a  fanatic  on  any  subject,  have  good  moral  habits,  and  live 
within  his  means. 

Mechanical  equipment.  If  we  were  called  upon  to  designate 
the  greatest  fault  in  the  average  school  work  applied  to  a  trade 
we  should  say  it  was  in  the  endeavor  to  accomplish  too  much 
with  the  means  available.  Thoroughness  can  never  be  overdone. 
As  we  have  previously  mentioned,  teaching  printing  requires 
expensive  equipment,  that  is,  if  it  is  to  be  taught  as  a  trade  and 
not  merely  as  a  cultural  study.  A  machine  like  the  linotype  should 
never  have  more  than  two  students  working  at  a  time,  one  as 
machinist,  the  other  as  operator;  on  press,  one  boy  at  a  time. 
All  equipment  should  be  of  the  best  and  latest  type.  Any  attempt 
to  teach  from  a  bunch  of  antiquated  junk  is  a  predetermined 
failure.  The  equipment  should  be  kept  in  good  condition. 
Setting  type  out  of  "hell-box"  by  "moon-light"  would  be  a  recrea- 
tion compared  with  any  attempt  at  composition  from  cases  in 
such  a  training  school.  The  boys  should  be  taught  the  value  of 
equipment,  the  importance  of  keeping  it  in  proper  condition 
and  the  way  to  use  it  correctly.  To  accomplish  this  requires 
practical  knowledge  and  indefatigable  energy  on  the  part  of  the 
instructor. 

Vocational  school  abuses.  Every  effort  should  be  made  to 
discourage  the  commercialization  of  trade  schools.  By  this,  we 
mean  the  placing  of  production  above  instruction  or  the  entering 
of  the  competitive  field  by  what  amounts  to  a  subsidized  condi- 
tion of  manufacture.  A  certain  amount  of  practice  on  "live" 
work,  as  it  is  called,  is  not  only  desirable  but  essential  to  the 
proper  training  of  students,  but  this  output  should  be  restricted 
to  the  needs  of  the  school  as  instruction  problems  and  not  held  for 
ulterior  reasons.  Some  school  boards  figure  that  by  establishing 
classes  in  printing  they  are  providing  cheap  means  for  secur- 
ing printing  for  the  schools.  A  number  go  so  far  as  to  require  the 
instructor  to  produce  work  equivalent  in  value  to  his  salary. 
There  are  enough  printing  shops  in  operation  and  if  the  school 
can  do  no  more  than  produce  printing  there  is  no  excuse  whatever 
for  its  existence.  It  stands  to  reason  that  if  the  boy  has  progressed, 
say  to  the  point  of  making-ready  half-tones,  and  the  school  is  hand- 
ling "live"  work  and  the  rack  is  full  of  bookwork  forms,  the  boy 
can  not  get  any  half-tone  make-ready. 


198  INDIANAPOLIS  VOCATIONAL  SURVEY 

Another  very  detrimental  condition  prevailing  in  the  generality 
of  printing  classes  is  the  very  poor  quality  of  work.  A  good  stand- 
ard should  be  insisted  upon,  in  fact,  no  job  set  up  by  the  students 
should  be  finally  passed  until  it  is  of  sufficient  excellence  to  equal 
good  commercial  standards.  Poor  workmanship  in  the  schools 
should  not  be  tolerated  for  a  minute.  The  problem  for  a  school 
is  to  insist,  first  on  quality,  and  secondly  on  quantity.  One  of 
the  scarcest  things  in  printing  is  a  good,  fast  workman. 

XII.     GARMENT-MAKING  INDUSTRIES. 

In  a  report  of  the  industries  of  Indianapolis  published  in  1889, 
under  the  auspices  of  the  Board  of  Trade,  four  garment  factories 
are  described.  One  of  these  manufactured  model  pantaloons, 
shirts  and  vests.  In  this  establishment  "125  hands"  were  em- 
ployed, while  a  large  force  was  kept  at  the  reformatory  where 
thirty-five  machines  were  operated.  A  second  factory  employing 
five  to  ten  workers  made  regalia  and  lodge  goods.  A  third,  with 
a  force  of  from  "350  to  400  hands"  made  overall  pants,  shirts, 
hunting  suits,  boy's  shirts  and  waists  and  duck  clothing.  The 
fourth  factory  manufactured  overalls,  shirts,  drawers,  and  fine 
dress  suits  to  order.  The  employed  force  number  from  "40  to 
50  hands." 

To-day,  in  the  city  of  Indianapolis,  almost  six  times  the  number 
or  nearly  3,000  people  are  employed  in  the. garment  trades,  and 
the  lines  of  demarcation  for  types  of  garments  are  much  more 
carefully  drawn.  Some  of  these  industries  manufacture  men's 
garments  exclusively,  some  manufacture  women's  garments 
exclusively,  and  others  manufacture  garments  for  men  and  women, 
or  children.  The  factories  in  which  garments  for  men  and  women 
or  children  are  made  employ  more  than  all  the  other  garment 
industries  together,  the  number  being  almost  double  that  of  em- 
ployees in  the  men's  garment  industries  and  nearly  seven  times 
that  of  employees  in  the  women's  garment  industries. 

Over  2,300  of  the  total  number  employed  in  all  garment  trades, 
or  eight  per  cent,  are  girls  and  women,  while  approximately  600 
or  twenty  per  cent  are  men  and  boys.  The  numbers  herein  quoted 
represent  the  medium  numbers  employed  during  the  year  unless 
otherwise  stated. 

The  census  of  manufactures  for  Indianapolis  in  1914  shows  a 
total  of  1,839  employed  in  all  clothing  manufactures,  1,417  women, 
417  men,  and  five  children.  A  comparison  of  these  figures  with 


FINDINGS  AS  TO  INDUSTRIES  199 

those  of  1889  and  those  of  the  present  time  shows  a  decided  in- 
crease in  the  business  of  garment  manufacturing  in  Indianapolis 
since  1914.  It  also  shows  an  increase  since  1914  in  the  number  of 
women  employees  as  compared  with  men. 

Four  factories  make  men's  garments  exclusively.  One  of  these 
factories  alone  employs  approximately  900  of  the  total  964  workers 
in  men's  garments  exclusively,  and  these  workers  are  nearly  evenly 
divided  between  the  two  sexes,  there  being  about  100  more  women 
than  men  employed.  In  all  the  other  garment  trades  surveyed, 
the  number  of  women  workers  greatly  exceeds  that  of  men. 

One  of  the  four  factories  making  men's  garments  exclusively 
is  an  overall  factory,  manufacturing  only  stock  for  the  trade, 
consisting  of  overalls,  work  shirts,  coats  and  pants  and  butchers' 
aprons.  In  this  factory  the  work  is  reported  as  fairly  steady  the 
year  round. 

In  the  other  three  factories,  custom  tailoring  is  a  large  part  of 
the  work,  one  of  the  factories  producing  no  stock  for  the  trade. 
One  of  these  three  factories  makes  overcoats,  coats,  vests  and 
pants.  One  makes  shirts  to  order,  and  the  third  makes  shirts, 
nightshirts,  pajamas,  neckwear,  bathrobes,  and  underwear. 

In  the  first  one  of  the  last  three  mentioned  factories,  December, 
part  of  January  and  July  show  the  least  business  with  an  increase 
during  the  other  months  until  the  maximum  is  reached  in  March  and 
October.  In  the  last  two  factories  the  busy  seasons  are  from  the 
middle  of  January  to  the  middle  of  June,  the  dull  season  starting 
then  and  continuing  through  August,  when  business  is  on  the 
up-grade  again. 

Six  factories  produce  women's  garments  only.  These  facto- 
ries employ  thirty-three  men  and  236  women.  One  factory  alone 
employs  more  than  fifty  per  cent  of  the  total  number  of  workers. 

A  comparative  summary  furnished  by  the  United  States 
Department  of  Labor  for  1904,  1909  and  1914,  together  with  the 
above  figures  shows  the  following  changes  in  the  number  of  em- 
ployees in  the  women's  clothing  industry  since  1904. 

Industry.  Year        Number  of 

Wage-Earners 

Women's  clothing 1917  269 

Women's  clothing 1914  384 

Women's  clothing 1909  462 

Women's  clothing 1904  491 


200  INDIANAPOLIS  VOCATIONAL  SURVEY 

These  statistics  indicate  that  the  women's  clothing  industry 
is  decreasing  at  least  in  Indianapolis.  One  firm  that  formerly 
made  waists,  skirts  and  dresses  of  all  materials,  has,  within  the 
last  two  years,  reduced  its  manufacturing  entirely  to  the  making 
of  women's  work  aprons  and  dresses.  The  reason  given  for  this 
change  was  that  women's  fashions  change  so  frequently  it  is 
difficult  to  make  anything  in  advance  of  the  season,  while  the 
fluctuations  in  prices  of  fabrics  makes  it  impossible  to  predict 
what  the  selling  price  will  be  a  few  weeks  or  months  in  the  future. 

The  proportion  of  women  to  men  workers  (seven  to  one)  in  the 
factories  producing  women's  garments  exclusively,  is  much  greater 
than  the  proportion  producing  men's  garments  exclusively  (ap- 
proximately ten  to  seven). 

One  of  the  six  factories  producing  women's  garments  exclu- 
sively, makes  waists,  dresses,  middy  blouses  and  summer  skirts 
with  a  special  line  for  stout  women.  Four  others  make  skirts  and 
dresses  while  the  sixth  makes  only  work  aprons  and  dresses.  Only 
one  of  these  factories  reported  the  manufacture  of  women's  coats 
in  season. 

The  six  factories  do  no  custom  work,  the  entire  output  con- 
sisting of  stock  for  the  trade.  Their  dull  seasons  are  the  latter 
part  of  December  and  the  first  part  of  January,  and  again  the 
latter  part  of  July  and  the  first  of  August. 

These  data  show  that  the  dull  seasons  for  the  two  lines  of  work 
very  nearly  coincide,  a  situation  that  has  not  always  existed  since 
it  has  not  been  uncommon  for  workers  in  the  dull  season  in  the 
women's  garment  trades  to  find  employment  in  men's  garment 
trades  when  the  busy  season  is  on. 

Since  little  if  any  custom  work  is  done  in  the  women's  garment 
industries,  and  practically  no  suit  and  coat  work,  employment  is 
somewhat  steadier  than  in  the  men's  garment  trades. 

Seven  factories  produce  garments  for  men  and  women  or  chil- 
dren. While  one  of  the  factories  producing  men's  garments 
exclusively  employs  a  force  that  greatly  exceeds  the  number  of 
employees  in  any  one  of  these  seven  factories,  yet  the  sum  total 
of  employees  in  the  seven  exceeds  the  combined  numbers  in  all 
the  other  garment  factories. 

No  custom  work  is  carried  on  in  these  factories,  the  entire 
output  being  stock  for  the  trade,  which  is  all  made  from  cotton  ma- 
terials and,  with  the  exception  of  one  factory,  where  pajamas, 
nightshirts,  and  petticoats  are  made,  consists  of  work  clothes. 
Three  of  the  seven  factories  are  overall  factories  producing  overalls, 


FINDINGS  AS  TO  INDUSTRIES  201 

work  coats,  pants,  jackets  and  shirts.  They  also  manufacture 
either  boys'  work  pants  (brownies)  or  a  line  of  women's  work 
aprons.  One  is  a  glove  factory  where  the  output  is  work  gloves 
for  men,  women  and  children.  Two  make  work  uniforms  for 
automobile  manufacture  and  garage  employees,  house  and  public 
building  porters,  nurses,  internes  in  hospital,  and  maids  in  private 
households.  Butchers'  frocks,  cooks'  jackets  and  aprons,  barbers' 
coats,  waiters'  and  butchers'  jackets,  waitress's  dresses  and  aprons, 
and  dentists' operating  coats  are  also  made  in  the  two  factories. 
One  factory  produces  aprons,  bonnets,  petticoats  and  bloomers, 
pajamas,  nightgowns  and  nightshirts*. 

In  all  these  garment  industries  the  kinds  of  work  may  be  distin- 
guished as  hand  work  and  power  machine  work. 

Designers,  patternmakers,  markers,  cutters,  and  pressers  are 
among  the  employees  that  do  not  operate  power  machines. 

Designers  draft  patterns  and  make  sample  garments,  or  direct 
the  drafting  of  patterns  and  making  of  sample  garments;  they 
must  be  able  to  forecast  the  styles  for  the  season  and  understand 
color  combinations  and  lines.  They  must  be  versatile  in  modi- 
fying garments  to  produce  a  variety  of  models  on  the  same  general 
lines.  Sometimes  as  many  as  fifty  or  a  hundred  models  of  dresses 
in  the  same  materials  and  on  the  same  general  lines  are  carried 
by  the  agents  of  one  house.  The  same  is  true  of  aprons,  waists 
and  skirts.  Some  designers  have  been  successful  dressmakers, 
and  later  turned  their  attention  wholly  to  the  line  of  designing. 
Some  are  with  the  trade  as  inspectors  or  in  other  positions  and 
show  artistic  ability  that  suggests  their  fitness  for  the  business 
of  designing.  One  woman  designer  had  developed  in  that  way  and 
has  planned  to  spend  the  coming  summer  in  a  school  of  design  in 
New  York  to  become  more  proficient  in  the  work.  Still  other 
designers  have  had  special  training  for  the  work. 

Cutters  and  also  markers  must  know  how  to  adjust  the  pattern 
to  the  various  materials  to  cut  most  "economically.  They  must 
know  how  to  match  the  goods  and  to  cut  carefully  to  the  marking. 
In  one  factory  bushelers  are  employed  to  repair  errors  in  cutting 
or  making  and  one  woman  is  paid  a  wage  of  $35.00  a  week  to  repair 
goods  when  an  error  has  been  made  in  cutting.  So  skillful  was 
she  in  this  work  that  it  was  impossible  to  tell  where  the  repair 
had  been  made.  This  woman  had  learned  her  trade  in  eastern 
mills. 

Because  of  the  handling  of  heavy  goods,  heavy  shears,  and 
cutting  machines,  men  are  employed  as  cutters.  Boys  employed 


202  INDIANAPOLIS  VOCATIONAL  SURVEY 

as  errand  boys  and  about  the  cutting  room  often  serve  an  appren- 
ticeship in  the  cutting  trade. 

Pressers  are  usually  men,  especially  where  very  heavy  irons 
are  handled.  This  work  requires  great  care  as  the  fabric  is  easily 
marred  if  the  heat  of  the  iron  is  too  great  or  it  remains  too  long  a 
time  on  the  garment.  Skill  is  placing  the  parts  of  garments  to 
be  pressed  is  essential. 

In  the  factories  that  do  a  custom  business,  such  hand  work  as 
making  buttonholes,  sewing  on  buttons,  making  lapels,  collars, 
cuffs,  padding  shoulders  of  coats,  basting  in  sleeves,  hemming 
bottoms  of  pants,  putting  in  lining  and  embroidering  monograms 
on  shirts  is  done. 

The  power-machine  operators  do  such  work  as  seaming,  felling, 
serging,  hemming,  hemstitching,  buttonhole  making,  sewing  on 
buttons,  sewing  in  sleeves  and  embroidering.  The  first  requisite 
in  operating  a  power  machine  is  that  of  knowing  how  to  start  and 
stop  the  machine.  With  this  knowledge  acquired  and  that  of 
threading  the  machine  and  guiding  the  goods  while  sewing,  the 
essentials  in  becoming  an  operator  have  been  gained.  The 
simplest  operation  on  the  power  machine  is  that  of  sewing  straight 
seams,  while  the  process  of  felling  is  one  of  the  most  difficult. 

In  two  or  three  of  the  factories  the  operator's  work  consists 
of  making  an  entire  skirt  or  dress  except  the  finishing,  but  in  all 
others  the  "section  plan"  of  minutely  subdividing  the  work  into 
numerous  steps  and  assigning  one  to  each  operator,  is  used. 

An  illustration  of  this  in  the  women's  garment  industries  is 
shown  by  the  following  subdivisions  of  work  among  the  various 
employees : 

1.  Seaming  skirt. 

2.  Making  sleeves. 

3.  Making  body  of  waist  and  collar. 

4.  Putting  in  sleeves. 

5.  Hemstitching. 

6.  Sewing. 

7.  Putting  on  lace. 

8.  Embroidering. 

9.  Fagotting. 

10.  Sewing  on  buttons. 

11.  Making  buttonholes. 

12.  Putting  on  fasteners. 

13.  Making  buttons. 


FINDINGS  AS  TO  INDUSTRIES  203 

14.  Putting  on  girdle. 

15.  Inspecting. 

16.  Folding  and  packing. 

In  the  men's  garment  industry  it  is  shown  by  the  following  in 
coat  making. 

1.  Piecing  up  the  under-arm  seam  and  making  the  cash 

pocket. 

2.  Sewing  around  the  flaps  and  welts. 

3.  Stitching  around  flaps  and  welts. 

4.  Sewing  on  flaps  and  welts. 

5.  Completing  the  lower  pocket. 

6.  Tacking  in  vest  pocket. 

7.  Sewing  around  and  trimming  pocket. 

8.  Joining  coat. 

9.  Basting  around  canvas. 

10.  Basting  in  canvas. 

1 1 .  Tacking  pockets. 

12.  Putting  on  bridle. 

13.  Padding  lapel. 

14.  Front  pressing. 

15.  Shaping. 

16.  Trimming  off  canvas. 

17.  Putting  in  lining. 

18.  Basting  on  facing. 

Section  work  not  so  detailed  is  illustrated  in  the  making  of 
overalls  where  one  girl  makes  one  side  of  the  garment,  a  second 
girl  the  other  side,  while  a  third  girl  stitches  the  two  sides  together 
and  finishes  the  garment,  or  in  the  making  of  khaki  pants,  where 
one  girl  makes  the  front  of  the  garment,  another  the  back,  and 
a  third  girl  stitches  the  two  parts  together,  hems  and  finishes  the 
garment. 

Cleaning,  trimming,  folding,  running  errands,  and  examining 
are  among  the  tasks  to  which  inexperienced  and  untrained  workers 
are  often  assigned  first. 

Wages  are  paid  on  a  time  basis  or  piece  basis.  Designers, 
cutters,  and  usually  pressers  are  paid  on  a  time  basis;  machine 
operators  and  the  workers  who  sew  on  buttons,  make  button- 
holes and  finish  are  paid  on  a  piece  basis,  which  range  from  $8.00 
to  $15.00  and  may  reach  even  $25.00  or  $30.00  per  week;  the 


204  INDIANAPOLIS  VOCATIONAL  SURVEY 

inexperienced  workers  such  as  cleaners  and  errand  boys  and 
girls  are  paid  a  beginning  weekly  wage  of  from  $3.50  to  $8.00  per 
week.  This  at  times  pays  as  much  as  $10.00,  according  to  their 
ability  to  turn  out  work.  Often  beginners  are  started  at  once  on 
the  power  machine  and  when  this  is  done  they  may  be  paid  a  regu- 
lar wage  of  $4.00  or  $5.00  while  being  tried  out,  after  which  the 
wage  is  put  on  a  piece  basis  if  they  continue  the  work.  In  one  or 
two  factories,  however,  beginners  are  put  on  the  power  machine 
and  are  started  at  once  on  a  piece  basis  and  the  wages  may  run  as 
low  as  $2.00  for  the  first  week. 

One  small  factory  making  women's  garments  pays  all  wages  on 
a  time  basis,  no  employee  receiving  less  than  $7.00  per  week. 
The  manager  stated  that  he  took  only  experienced  help  and  that 
no  worker  was  worth  anything  to  him  who  could  not  earn  at  least 
$7.00  per  week. 

Speed  in  turning  out  work  is  the  basis  for  raising  wages  which, 
of  course,  when  paid  on  a  piece  basis  advance  automatically  with 
the  increase  of  the  worker's  speed. 

One  woman  who  had  been  in  a  factory  just  one  year  and  was 
paid  2c  a  dozen  for  pressing  shirts  was  receiving  $17.50  per  week. 
Another  employed  in  folding  shirts  at  3c  to  5c  a  dozen  was  re- 
ceiving a  weekly  wage  at  the  end  of  five  years. 

In  one  factory  the  superintendent  reported  that  he  had  changed 
the  wage  from  a  piece  basis  to  that  of  a  time  basis  and  was  assured 
by  the  results  that  it  was  a  good  thing.  He  took  a  group  of  workers 
among  whom  had  been  sectioned  the  operations  in  making  one 
garment,  ascertained  the  average  weekly  wage  of  each  on  the 
piece  basis,  recommended  to  the  workers  that  :r2.00  be  added  to 
that  sum  and  a  regular  weekly  wage  thus  established.  The  em- 
ployees accepted  the  proposition  and  the  assignment  of  the  work 
was  then  made  by  putting  the  worker  with  the  lowest  weekly  wage 
on  the  least  difficult  operation,  the  one  whose  wage  was  next  to 
the  lowest  on  the  next  least  difficult  operation,  etc.  This  afforded 
opportunity  for  advancement  from  one  operation  to  another  and 
a  corresponding  increase  in  wages. 

In  many  of  the  shops  a  bonus  system  has  been  established, 
which  means  an  addition  of  some  money  to  the  regular  wage, 
for  special  proficiency  or  other  commendable  features.  In  one 
factory  at  the  end  of  every  week  each  employee  received,  in 
addition  to  his  week's  earnings,  ten  per  cent  of  the  same.  Of  course, 
the  greater  the  earnings  for  the  week,  the  greater  the  bonus, 
which  is  an  incentive  to  greater  speed,  punctuality  and  less  ab- 


FINDINGS  AS  TO  INDUSTRIES  205 

sence.  In  the  factory  referred  to  above,  where  time  work  has 
been  substituted!  for  piecework,  a  schedule  of  a  week's  work  is 
fixed  and  apportioned  daily,  and  each  worker  who  does  more  than 
the  fixed  schedule  is  paid  for  the  extra  work.  In  another  factory 
the  manager  said  it  was  the  intention  of  the  company  to  give  some 
stock  at  the  beginning  of  the  year,  1917,  to  all  workers  who  had 
been  with  the  factory  a  certain  number  of  years. 

The  hours  per  week  vary  from  forty-five  to  fifty-four.  Six 
factories  have  from  forty-five  to  forty-nine  hours  per  week,  four 
have  fifty-two  hours  per  week,  and  two  have  fifty-four  hours  per 
week.  Six  factories  begin  work  at  8:00  a.  m.;  two  begin  at  7:30; 
and  one  at  7:15.  The  factory  day  closes  at  5:00  p.  m.  in  three 
factories,  and  at  6:00  in  three  factories.  In  the  others  it  closes 
at  5:30  or  5:45.  Seven  factories  close  at  noon  Saturday,  one  at 
1 :00  p.  m.,  and  two  at  4:00  p.  m.  Four  factories  report  an  hour 
at  noon  for  employees,  one  reports  three-fourths  hour  and  two 
report  one-half  hour.  The  longest  week  is  fifty-four'  hours: 
This  is  in  a  factory  where  work  begins  at  7:15  a.  m.  and  closes 
at  5:30,  with  one-half  hour  at  noon.  This  factory  closes  at  12:30 
on  Saturdays. 

The  shortest  week  is  forty-five  and  one-quarter  hours.  This 
is  in  a  factory  that  opens  at  8:00  a.  m.  and  closes  at  5:00  p.  m. 
with  three-fourths  hour  at  noon,  closing  at  noon  on  Saturday. 

The  labor  turnover  has  never  been  definitely  worked  out  by 
these  factories,  though  it  is  generally  conceded  to  be  large.  One 
factory  manager  stated  that  in  the  dull  season  they  did  not  employ 
more  than  fifty  per  cent  of  the  number  employed  in  the  busy 
season.  Another  estimated  it  at  less  than  fifty  per  cent.  One 
foreman  said  that  not  more  than  one  out  of  six  attempting  the 
work  made  good.  On  the  other  hand  there  are  workers  who 
remain  in  the  same  factories  for  years.  In  the  older  factories, 
employees  are  found  who  have  been  there  from  fifteen  to  twenty- 
five  years.  Such  an  employee  is  usually  holding  a  responsible 
position,  such  as  that  of  superintendent,  foreman  or  forewoman. 
When  business  is  slack,  instead  of  laying-off  workers,  the  factory 
usually  keeps  as  many  as  possible,  dividing  up  the  work  so  that  all 
have  something  to  do.  This,  of  course,  means  fewer  pieces  of 
work  for  each  one  and  consequently  less  remuneration. 

Only  one  factory  has  made  a  conscious  effort  at  dovetailing 
to  reduce  the  labor  turnover.  This  is  a  men's  garment  factory 
with  the  bulk  of  business  custom  tailoring.  A  special  line  of  stock 
for  the  trade  has  been  introduced  which  can  be  made  up  by  the 


206  INDIANAPOLIS  VOCATIONAL  SURVEY 

workers  during  the  dull  season  in  other  lines.  While  many  other 
industries  carry  on  more  than  one  line  of  manufacturing,  it  is 
not  done  to  save  the  labor  turnover  but  to  utilize  the  entire  plant, 
and  entirely  different  sets  of  employees  are  used  on  the  different 
lines  of  goods. 

Taking  these  factories  as  a  whole  the  great  majority  of  employ- 
ees are  American.  Occasionally,  expert  workers  who  learned  the 
trade  in  Europe  are  found,  but  on  the  whole  the  workers  are  not 
foreigners.  The  small  towns  about  Indianapolis  and  the  city 
itself  furnish  them. 

Cards  of  admission  recording  the  training  of  the  worker  and 
his  special  qualifications  are  not  filed,  so  it  is  impossible  to  com- 
pare the  ability  of  workers  according  to  previous  training  and 
experience.  They  make  application  for  work  and  in  most  factor- 
ies are  hired  after  a  brief  interview  with  the  manager  or  foreman. 
If  power-machine  operators  are  needed,  the  beginners  may  be 
put  at  once  on  the  machines  where  they  are  instructed  by  the 
foreman  or  one  of  the  employees  who  is  taken  from  her  work  and 
paid  on  a  time  basis  for  that  purpose. 

While  in  all  factories  dismissal  originates  with  the  foreman  or 
forewoman,  such  dismissal  is  rarely  final  until  the  manager  has 
passed  upon  the  case.  When  beginners  are  paid  on  a  piece  basis 
they  automatically  drop  out  if  inefficient,  because  they  are  soon 
discouraged  by  the  meager  returns.  All  factories  report  that  a 
fair  trial  of  from  one  to  three  weeks  is  allowed  all  new  employees. 

The  value  of  having  some  one  person  in  a  factory  to  look  after 
the  "hiring  and  firing"  is  becoming  more  and  more  apparent. 
One  factory  is  gradually  turning  over  this  important  phase  of  the 
work  to  one  person  and  it  is  highly  satisfactory. 

While  there  is  a  difference  in  the  character  of  the  operations  in 
these  factories,  and  the  remuneration  varies  with  the  work,  yet 
there  is  little  advancement  except  through  increased  speed  which 
of  course,  raises  the  wage.  Workers  often  prefer  to  continue  the 
same  operation  rather  than  attempt  to  learn  a  new  one  although 
it  may  pay  a  higher  wage.  Sometimes  a  worker  who  is  especially 
proficient  may  become  a  forewoman,  but  such  a  position  requires 
qualifications  in  addition  to  those  of  speed  in  a  single  operation. 

In  all  factory  work  the  employer  is  growing  more  and  more 
to  realize  that  what  affects  the  employee  affects  the  business. 
Buildings  are  better  lighted,  heated  and  ventilated  and  special 
provisions  made  for  the  recreation  of  employees.  Fewer  children 
are  found  in  these  factories  every  year,  due  to  compulsory  educa- 


FINDINGS  AS  TO  INDUSTRIES 


207 


tion  laws,  child  labor  laws  and  a  feeling  on  the  part  of  the  em- 
ployer that  his  best  interests  are  conserved  by  adult  labor.  Only 
94  of  the  2,964  employees  in  the  garment  trades  are  reported  as 
under  18  years  of  age. 

Beginners  who  know  how  to  sew  by  hand  and  on  the  foot  power 
machine,  who  know  the  parts  of  a  garment  and  their  relation  to 
each  other  are  more  apt  to  be  successful  in  the  work.  The  pro- 
nounced weaknesses  of  employees  are  the  tendencies  to  drift  from 
one  factory  to  another,  to  be  late  or  absent  themselves  altogether 
from  work,  and  to  let  the  desire  to  acquire  speed  surpass  the  desire 
to  do  the  work  well. 

Number  of  Employees,  Classified  by  Character  of 
Establishment,  Age  and  Sex 


NUMBER  OF  EMPLOYEES 

CHARACTER 

Both  Sexes 

Male 

Female 

of 

ESTABLISHMENT 

Age. 

Age. 

Age. 

18  yrs. 

18  yrs. 

18  yrs. 

Total 

14-17 

and  over 

Total 

14-17 

and  over 

Total 

14-17 

and  over 

Total  

2,964 

94 

2,870 

595 

14 

581 

2,369 

80 

2,289 

964 

18 

946 

405 

9 

396 

559 

9 

550 

Women's  garments  

269 

6 

263 

33 

33 

236 

6 

230 

Men's  and  women's  or 

children's  garments..  .  . 

1,731 

70 

1,661 

157 

5 

152 

1,574 

65 

1,509 

XIII.     THE  CANNING  INDUSTRY. 


The  magnitude  of  the  canning  industry  in 
whole  is  shown  in  the  follorring  statement  of 
output  of  canned  goods  for  1914. 


Fruits,  vegetables  and  canned  soups . 

Salmon,  estimated 

Milk,  estimated 

Meats,  estimated 

Sardines,  estimated 

Shrimp,  oysters,  and  other  sea  food . 


the  country  as  a 
the  value  of  the 

Value  of  Output 

$158,015,893.00 

30,000,000  00 

60,000,000  00 

15,000,000.00 

6,000,000.00 

3,000,000.00 


Total $272,015,893.00 


208  INDIANAPOLIS  VOCATIONAL  SURVEY 

This  industry  is  one  of  the  leading  industries  of  the  State. 
The  value  of  the  output  in  1914  was  K>8,758,343,  and  the  number 
of  workers  employed  3,952.  Indiana  ranks  sixth  among  the 
states  in  the  value  of  output  and  in  numbers  employed,  ranking 
third  in  value  of  output  of  tomatoes. 

The  work  is  highly  seasonal,  and  the  character  of  the  industry 
is  such  that  the  skilled  and  more  remunerative  positions  are  few. 
Vacancies  in  these  positions  are  frequently  filled  from  the  outside, 
rather  than  by  promotion.  A  few  men,  only,  advance  to  foreman- 
ship  and  to  managerial  positions. 

Canning  is  a  process  of  preserving  carefully  prepared  and 
selected  food  products  in  glass  or  tin  containers  by  the  application 
of  heat  sufficient  to  sterilize  them.  Commercial  canning  begins 
with  contracts  made  with  produce  growers,  and  the  delivery  of 
the  raw  product  at  the  factory.  A  good  quality  of  canned  goods 
presupposes  a  careful  harvesting  of  the  raw  product,  followed  by 
immediate  delivery  at  a  canning  factory.  A  delay  in  delivery  will 
seriously  affect  the  flavor  of  any  fruit  or  vegetable  which  lies  in 
bulk  for  any  considerable  period  of  time. 

When  the  raw  product  arrives  at  the  factory,  the  foreman 
examines  it  and  sees  that  it  is  unloaded  properly.  Tomatoes  and 
corn  are  weighed  on  the  wagons.  The  tomatoes  are  then  stacked 
or  poured  into  a  belt  conveyor  which  passes  to  the  washers. 
Corn  is  put  into  bins  or  fed  to  machine  huskers.  Peas  are  fed 
into  viners.  Fruit  is  carried  to  hand  or  machine  peelers. 

The  raw  material  is  graded  first  according  to  its  condition 
on  arrival,  and  second  according  to  its  size  and  quality.  The 
quality  of  peas  is  determined  by  floating  them  in  a  weak  solution 
of  brine;  the  older  ones  sink  while  the  tender  ones  float.  Various 
devices  are  used  for  grading  according  to  size.  Sometimes  the 
product  is  sent  through  a  series  of  revolving  cylinders,  or  moving 
screens,  which  are  covered  with  graduated  sizes  of  mesh  wire. 
Tapering  rollers  are  also  used  for  separating  the  various  sizes  of 
fruits.  If  the  product  is  soft  or  green  it  is  graded  by  hand. 
Skill  is  required  in  grading  for  quality,  and  the  foreman,  who  is 
generally  the  weigher  in  the  small  establishment,  gains  this  through 
experience. 

Preparation  for  canning.  Apples  and  pears  are  peeled  and 
cored;  berries  are  stemmed  and  sorted;  corn  is  husked;  tomatoes 
are  scalded,  pared  and  have  stem  end  removed;  peas  are  shelled; 
peaches  are  pared  and  stoned;  beets  and  other  vegetables  are 


FINDINGS  AS  TO  INDUSTRIES  209 

peeled  or  scraped.  Women  and  girls  are  usually  employed  for 
this  work. 

The  cleansing  of  the  product  is  one  of  the  important  operations 
in  the  canning  industry.  Soaking  and  spraying  are  the  two  meth- 
ods commonly  used,  the  entire  process  being  performed  by  elab- 
orate machines.  Peas  and  some  fruits  are  run  through  revolving 
screen  cylinders  into  which  streams  of  water  are  running.  Belt 
machines  convey  some  products  through  sprays  of  water.  Ber- 
ries are  usually  immersed  to  soak  off  the  dust  and  dirt.  Peeled 
fruits  are  kept  under  water  until  canned.  Tomatoes  are  passed 
through  tanks  of  water  on  conveyor  belts.  The  cans  are  also 
run  through  the  washing  machines  before  being  used.  No  skill 
is  required  to  operate  these  machines.  The  attendants  have  only 
to  watch  the  water  supply  and  to  keep  the  work  moving.  . 

Most  vegetables  and  some  fruits  require  blanching.  The  process 
consists  in  dropping  vegetables  into  boiling  water  for  a  few  minutes 
for  the  purpose  of  softening  them.  Dipping  peaches  in  hot  water 
keeps  them  a  uniform  color.  This  process  is  done  by  machines 
of  such  a  nature  that  unskilled  workers  easily  manipulate  them. 

Filling  consists  in  putting  the  prepared  raw  product  into  cans, 
by  hand  or  by  automatic  machinery.  Most  tomatoes  are  forced  into 
cans  by  a  plunger  machine.  Extra  fine  ones  are  put  in  by  hand. 
Corn  is  heated  in  a  tank,  seasoned  with  sugar  and  salt  and  canned 
while  hot.  Some  fruits  are  packed  by  machine  but  the  select 
stock  is  always  put  into  cans  by  hand.  All  cans  must  be  filled 
to  standard  weight.  Water,  syrup,  brine  or  sauces  are  added 
after  cans  are  filled. 

Processing  is  equivalent  to  sterilizing.  Each  product  is  heated 
to  a  certain  temperature  which  is  maintained  for  the  time  neces- 
sary for  sterilizing.  The  period  demanded  for  this  process  differs 
for  the  various  products.  A  control  of  temperature  and  of  time 
is  made  possible  by  timing  devices  and  by  recording  thermometers. 
Most  products  require  only  sterilizing  for  preservation.  Expert 
chefs  are  usually  employed  to  supervise  the  work. 

In  many  small  establishments  no  attention  is  given  to  exhaust- 
ing, but  this  process  is  one  of  the  essential  operations  in  a  large 
factory.  Exhausting  consists  in  slowly  heating  the  contents  of 
the  can  before  capping  in  order  to  expel  the  air.  This  insures  the 
proper  collapse  of  the  can.  Products  that  are  put  into  cans  hot 
must  not,  necessarily,  be  exhausted,  although  before  sealing  they 
are  usually  sent  through  a  trough  containing  hot  water. 

There  are  seieral  steps  in  the  process  of  sealing  a  container.     A 

6647—14 


210  INDIANAPOLIS  VOCATIONAL  SURVEY 

cap  is  placed  upon  the  can,  which  then  passes  through  the  cap 
soldering  machine  to  the  tipper,  where  it  is  finally  completely 
sealed.  One  machine  operator  can  now  do  the  work  which  form- 
erly required  three  hand  workers.  In  most  small  plants  the  cans 
are  closed  by  double  seamer  machines  at  the  rate  of  forty  to 
seventy-five  per  minute.  The  edge  of  the  top  and  the  flange  of 
the  can  are  turned  under  with  great  force,  making  a  perfect 
airtight  closure.  Formerly  a  leak  testing  trough  was  used,  but 
this  has  been  abandoned  on  account  of  the  small  per  cent  of  leaks. 
The  double  seamer  operator  is  a  skilled  worker  and  has  in  many 
instances  obtained  his  training  in  the  school  of  the  double  seamer 
company. 

After  processing,  the  product  should  be  cooled  at  once,  either  by 
immersing  the  cans  in  tanks  of  cold  water  or  by  spraying  them. 
Rapid  cooling  preserves  quality  and  gives  a  uniform  color.  In 
small  plants,  where  the  canned  goods  are  cooled  in  open  sheds  or 
out-of-doors,  the  inside  cools  long  after  the  rest.  Consequently 
the  output  is  not  of  a  uniform  quality. 

After  product  is  canned,  and  the  can  is  bright  and  free  from  rust, 
it  may  be  labeled  and  boxed.  The  labeling  is  usually  done  by  girls, 
either  by  hand  or  machine.  Hand  labeled  cans  are  much  neater, 
as  the  machines  for  this  work  are  as  yet  cumbersome  and  faulty. 
Speed  and  accuracy,  but  no  training,  is  required  by  the  labelers. 
The  labeling  and  boxing  is  usually  done  in  the  slack  season. 
This  affords  all-year  positions  to  a  few  workers.  Men  are  usuarlly 
employed  to  do  the  boxing  as  the  work  requires  considerable 
strength. 

Most  of  the  employees  in  the  canning  industry  are  semi-skilled 
or  unskilled  workers.  No  requirements  are  necessary  to  secure  a 
job,  for  the  establishment  is  usually  glad  to  employ  all  who  apply 
during  the  busy  season.  It  is  often  very  difficult  to  secure  an 
adequate  number  of  employees.  Most  of  the  workers  live  near 
the  plant.  The  women  workers  are  often  the  housewives  from 
the  vicinity.  During  the  summer  months,  many  school  girls 
are  employed.  The  men  who  hold  the  better  positions  have 
continuous  employment.  Those  taken  on  during  the  rush  season 
are  often  "loafers,"  "tramps,"  and  "drifters,"  as  most  of  the 
work  requires  little  except  strength  and  endurance,  and  can  be 
learned  in  a  very  short  time. 

In  many  of  the  plants  machines  are  supplanting  the  hand 
workers.  The  sealing  process  is  now  done  entirely  by  machines. 
The  installation  and  use  of  these  machines  calls  for  expert  machin- 


FINDINGS  AS  TO  INDUSTRIES  211 

ists,  who  need  to  know  how  to  repair  and  adjust  the  machines. 
Their  knowledge  of  the  process  of  canning  is  a  minor  matter. 
There  is  one  marked  instance  where  machines  can  not  be  used, 
that  is  in  peeling  tomatoes. 

Many  of  the  products  require  skilled  men  in  charge  of  the  cook- 
ing departments.  This  is  true  when  a  certain  flavor  and  an  ac- 
curate condition  of  the  products  are  demanded.  This  is  cared  for 
by  a  foreman  employed  in  each  department.  He  gives  the  neces- 
sary instructions  to  the  workers.  He  must  have  a  knowledge  of 
the  processes  of  canning,  of  the  preparation  of  materials  and  of  the 
general  operation  of  the  plant.  Young  men  who  are  ambitious 
and  energetic  rarely  enter  the  canning  industry,  because  there 
is  little  chance  for  promotion.  In  some  of  the  larger  plants  fore- 
men sometimes  work  into  higher  executive  positions  or  get  into 
the  selling  end  of  "the  game"  on  account  of  their  intimate  knowl- 
edge of  the  product.  The  managers  and  foremen,  particularly 
in  the  smaller  plants,  are  often  stockholders.  The  superintendent 
or  general  manager  of  the  establishment  is  usually  the  owner  or 
a  principal  stockholder.  The  foreman  or  manager  has  the  actual 
trade  experience  and  a  knowledge  of  its  problems  which  cannot 
be  acquired  without  years  of  experience  in  the  business. 

Wages.  Some  of  the  establishments  observe  an  eight-hour 
day,  but  most  of  them  work  ten  hours,  and  in  the  rush  season 
twelve  to  sixteen  hours.  The  season  is  short  and  the  workers  are 
glad  to  get  in  as  much  time  as  possible  as  they  are  paid  by  the 
hour.  The  rate  and  wage  deperid  upon  skill  and  speed.  The 
women  and  girls  usually  receive  4|c  per  bucket  for  peeling  toma- 
toes. A  good  peeler  can  make  from  $1.00  to  $2.00  per  day.  Men 
at  the  filling  machines  receive  from  20c  to  30c  per  hour.  Those 
who  tend  the  machines  for  blanching  the  raw  product  make  from 
15c  to  25c  per  hour.  Boys  or  girls  tend  the  cans  through  the 
exhausting  process.  They  need  only  to  keep  the  cans  moving. 
Their  wage  is  from  12c  to  17|c  per  hour. 

Canning  is  almost  wholly  a  seasonal  industry,  the  major  work 
being  done  in  August,  September  and  October.  During  these 
three  months  the  number  of  employees  exceeds  the  employees  of 
the  remaining  nine  months  by  seventy-five  per  cent  of  the  whole 
number  employed.  Some  canning  factories,  however,  are  now 
putting  up  a  variety  of  products  and  run  the  entire  year,  increasing 
their  working  force  about  twenty  per  cent  during  the  fall  season. 

In  comparison  with  the  magnitude  of  the  canning  industry,  the 
outlook  for  the  worker  is  limited  in  the  extreme.  Although  men  and 


212  INDIANAPOLIS  VOCATIONAL  SURVEY 

girls  constitute  fifty  per  cent  to  seventy-five  per  cent  of  the  total 
number  of  employees,  there  is  no  future  in  the  industry  for  them 
because  their  work  is  unpleasant,  poorly  paid,  and  offers  but 
seasonal  employment.  No  training  is  necessary  and  the  little 
skill  required  can  be  obtained  on  the  job.  The  foreman  and  the 
managers  are  usually  men  who  have  grown  up  in  the  business. 
The  men  at  the  machines  have  learned  their  trade  elsewhere. 
These  conditions  in  the  canning  industry  are,  no  doubt,  due  to 
the  character  of  the  industry  itself,  which  does  not  attract  men 
and  women  who  can  obtain  positions  elsewhere. 

XIV.    SCHOOL  AND  HOME  GARDENING. 

Interest  in  gardening  has  grown  steadily  in  Indianapolis. 
The  schools,  the  Vacant  Lot  Cultivation  Committee,  the  Chamber 
of  Commerce,  and  many  clubs  and  organizations  have  helped  to 
make  the  interest  general  and  widespread.  Experiments  with 
vacant-lot  gardening,  with  school  gardens,  and  with  children's 
home  gardens  have  been  tried  with  varying  degrees  of  success. 
In  every  instance  the  work  has  aroused  neighborhood  interest, 
and  has  met  with  encouragement. 

Indianapolis  is  located  in  a  good  gardening  section.  There 
are  more  than  400  truck  farmers,  within  or  near  the  city  limits. 
They  sell  their  produce  to  grocers,  commission  men,  stand  owners 
at  the  city  market,  hotels,  and  special  customers.  The  county 
court  records  show  that  in  1914  there  were  2,247  acres  of  vacant 
tracts  of  land  within  the  limits  of  the  section  bounded  by  38th 
street,  Southern  avenue,  Emerson  avenue,  and  Belmont  avenue. 
This  estimate  does  not  include  individual  lots  or  backyards. 

Before  1908  there  were  sporadic  attempts  to  interest  children 
in  school  and  home  gardens.  These  gardens  were  usually  felt 
to  be  helpful,  but  they  had  no  permanency.  All  the  time  and 
effort  were  given  voluntarily  on  the  teacher's  part  and  in  no  case 
did  any  teacher  receive  pay  for  her  time  and  labor.  There  were 
practically  no  funds  available  for  furthering  the  work.  However, 
keen  interest  in  the  work  was  aroused  in  1908-09  and  a  number  of 
experiments  were  tried.  The  work  was  encouraged  and  directed 
by  the  head  of  the  biology  department  at  Shortridge  High  School, 
who  devoted  part  of  her  time  to  grade-school  work. 

The  following  accounts  of  school  gardens  are  given  to  illustrate 
the  different  types  of  school  gardens  that  have  resulted  from  the 
experiments. 


FINDINGS  AS  TO  INDUSTRIES  213 

The  George  A.  Meritt  School  cultivates  a  vacant  lot  nearby. 
The  refuse  is  carted  away,  the  ground  is  plowed,  fertilizer  is  used, 
and  the  beds  are  made.  The  work  each  year  is  utilized  in  connec- 
tion with  many  school  activities,  namely,  nature  study,  art 
lessons,  civic  work,  composition,  arithmetic  problems,  and  manual 
training.  The  work  is  co-operative;  the  products  are  sold  or 
given  to  the  needy.  The  garden  is  cared  for  during  vacation  by 
a  neighbor  who  shares  in  the  product. 

The  McCoy  School  backyard  gardens.  The  principal  of  the 
McCoy  School  has  developed  a  type  of  gardening  that  has  proved 
its  value  in  a  section  where  colored  people  live— a  backyard 
garden.  The  pupils  of  one  room  took  entire  charge.  The  boys 
cleaned  the  yard,  whitewashed  the  fence,  spaded  the  yard,  and 
made  the  beds.  The  seeds  were  planted  by  small  squads  of  chil- 
dren who  worked  there  before  or  after  school.  At  the  end  of  the 
school  year,  the  garden  was  given  to  the  tenant  of  the  place. 
Twelve  such  gardens  were  made  during  the  year  and  the  whole 
neighborhood  showed  the  effect  of  it.  The  children  learned  lessons 
of  order  and  cleanliness. 

A  formal  garden.  An  experiment  in  landscape  gardening  was 
carried  out  by  the  principal  and  pupils  of  School  No.  10.  The 
civics  class  obtained  a  vacant  lot  for  a  flower  garden.  The  older 
boys  put  up  a  fence  and  made  a  gate  at  the  alley  entrance.  After 
the  ground  was  plowed,  the  garden  was  measured  by  the  children, 
the  area  of  the  entire  plot  computed,  and  individual  plots  assigned 
to  the  various  classes.  A  garden  design  was  obtained,  the  boys 
laid  out  the  beds  and  did  the  spading.  Seedling  plants  that  had 
been  grown  in  the  schoolrooms  were  set  out.  The  boys  made  a 
sun  dial  and  two  garden  seats  and  put  them  in  place.  A  formal 
garden  resulted. 

The  Washington  School  garden.  The  garden  at  the  Washington 
School  has  proved  profitable  because  only  plants  which  matured 
early  were  grown.  Greens,  radishes,  onions,  and  lettuce  found 
ready  purchasers.  The  sales  usually  netted  from  $25.00  to  $30.00 
for  the  school  fund.  The  past  year,  the  children  who  attended 
the  vacation  school  planted  corn  and  beans,  so  that  a  late  crop 
might  be  available  about  September  fifteenth.  Under  the  direc- 
tion of  a  teacher,  gardens  and  hotbeds  were  made.  Cabbage  and 
tomato  plants  were  sold  to  the  pupils  for  a  penny  a  dozen.  Twenty- 
one  hotbeds  have  been  made  in  the  neighborhood  as  a  result  of 
those  made  at  the  school.  The  influence  of  the  school  gardening 
is  easily  traced  in  home  gardens  of  the  children. 


214  INDIANAPOLIS  VOCATIONAL  SURVEY 

School  No.  26  (Colored) .  School  gardening  here  has  resulted 
in  an  improvement  in  the  entire  neighborhood.  The  community 
is  divided  into  small  sections,  each  of  which  has  an  improve- 
ment club  with  a  woman  leader  known  as  the  captain.  A  blue- 
print map  of  the  district  has  been  made.  Meetings  are  held  at  the 
various  homes  in  the  twenty-one  sections.  Each  member  is  asked 
to  have  either  a  home  garden  or  one  on  a  nearby  vacant  lot.  At 
the  close  of  the  summer  school  there  is  an  exhibition  of  vegetables 
and  flowers  from  these  gardens.  The  products  supply  the  home 
tables,  and  the  surplus  is  either  canned  for  winter  use  or  is  sold. 
The  crops  are  corn,  tomatoes,  potatoes,  cabbage,  beans,  lettuce, 
radishes,  onions,  and  beets. 

The  following  report  of  the  school  garden  at  School  No.  26  is 
given  in  detail. 

The  latter  part  of  April  sixteen  children  cleared  the  lot  ob- 
tained, each  child  furnishing  his  own  garden  tools.  The  Charity 
Organization  had  the  plowing  done,  and  provided  seeds  for  plant- 
ing. 

Size:     Six  12?  feet. 

The  garden  was  divided  into  sixteen  sections,  each  child  having 
one  row  of  the  following  vegetables:  Lettuce,  radishes,  beets, 
onions,  beans. 

Seeds  used: 

32  small  packages  of  lettuce. 
32  small  packages  of  beets. 
32  small  packages  of  radishes. 

5  quart  onions. 

5  quart  beans. 

Produce  of  gardens,  based  on  reports  of  children  who  had  sections: 

Beans 6  bushels 

Onions 48  dozen 

Radishes 32  dozen 

Beets 40  dozen 

Lettuce 6  bushels 

Sales  made: 

Beans $2.95 

Lettuce 85 

Radishes 55 

Onions 45 

Total..  .   $4.80 


FINDINGS  AS  TO  INDUSTRIES  215 

A  second  crop  was  planted,  including  bunch  beans,  radishes, 
peppers,  cucumbers  and  corn.  The  work  has  given  the  children 
a  working  knowledge  of  what  can  be  produced  upon  a  small  space, 
has  furnished  fresh  food  for  their  tables,  and  has  given  them 
healthful  employment  in  the  open  air. 

Window-box  gardening,  has  been  carried  on  successfully  at 
many  schools  where  lack  of  space  prevented  outdoor  work. 
Nasturtiums,  dwarf  peas,  and  morning  glories  grew  well.  The 
germination  of  many  seeds  was  watched  and  the  seedling  plants 
were  given  to  the  children  to  be  planted  at  home. 

Bulb  culture.  Some  schools  have  made  a  study  of  bulbs, 
growing  them  in  boxes  for  the  winter  months  or  in  outdoor  beds 
for  the  spring.  The  Morton  School  set  out  1,300  bulbs,  tulips, 
hyacinths,  daffodils,  and  crocuses  for  this  year.  The  Franklin 
School  makes  a  special  display  of  daffodils  and  hyacinths  during 
February  and  March. 

Decorations  of  school  grounds.  Correct  planting  on  school 
grounds  gives  an  idea  of  how  homes  can  be  made  attractive.  The 
children  help  put  in  hedges  and  vines,  they  makes  beds  for  bulbs, 
and  plant  goldenglow,  hydrangea,  and  barberry.  The  William 
A.  Bell  School  and  School  No.  45  offer  good  examples  of  correct 
planting. 

Home  gardens  made  by  pupils.  In  1908  there  were  about 
1,000  gardens  made  and  cared  for  by  school  children  at  home. 
In  1914  there  were  1,700  gardens  reported,  1,042  of  which  were 
visited  by  the  supervisor  employed  by  the  Vacant  Lot 
Cultivation  Committee.  In  1915  there  were  14,928  home  gardens 
and  10,042  children  had  supplied  their  home  tables  with  vegetables 
by  the  end  of  the  first  week  in  June.  In  1916  there  were  16,982 
such  home  gardens  reported.  On  May  29th,  8,390  of  the  children 
reported  that  some  of  their  vegetables  were  ready  to  be  used. 

In  order  to  interest  the  pupils  in  this  work  many  teachers 
suggest,  early  in  the  spring,  that  a  week  be  devoted  to  cleaning 
up  yards  and  getting  rid  of  the  trash.  Garden  plans  are  made 
and  a  lesson  on  soils  is  given,  with  simple  directions  for  enriching 
the  soil.  Special  garden  suggestions  are  sent  to  each  building  by 
the  director  of  nature  study.  Children  are  taught  that  each 
plant  has  its  insect  enemies. 

Seed  distribution  (1916}.  Children,  this  year,  ordered  23,947 
penny  packages  of  seeds  through  the  schools;  each  child  re- 
ceived a  package  of  government  seeds;  and  some  parent-teacher 
associations  and  the  charity  organizations  provided  others.  The 


216 

flowers  and  vegetables  that  have  proved  most  popular  with  the 
children  for  their  home  gardens  are  asters,  candytuft,  Chinese 
pinks,  cosmos,  coxcomb,  four-o'clocks,  marigolds,  morning  glory, 
nasturtiums,  pansies,  petunias,  phlox,  poppies,  sunflowers,  sweet 
peas,  asparagus,  beans,  beets,  cabbage,  carrots,  corn,  cucumbers, 
lettuce,  onions,  parsley,  peas,  potatoes,  radishes,  squashes  and 
tomatoes. 

Arbor  Day  planting.  Arbor  and  Bird  Day  is  observed  exten- 
sively by  the  schools  because  it  affords  an  opportunity  to  urge 
every  child  to  plant  something  and  thus  realize  what  can  be  done 
for  the  community  in  this  way. 

From  time  to  time  gifts  of  shade  trees,  fruit  trees,  tomato 
plants,  bulbs  and  seeds  are  received.  In  1915,  sixty  thousand 
tomato  plants,  thirty-three  thousand  packages  of  seed  and  many 
bulbs  were  given.  In  1908,  there  were  less  than  half  a  dozen 
schools  doing  any  work  in  gardening;  1916,  there  are  twenty-nine 
schools  where  flowers  or  vegetables,  or  both,  are  grown. 

Vacant-lot  cultivation.  The  committee  on  vacant  lot  culti- 
vation was  organized  in  1899  by  the  Charity  Organization  Society. 
The  purpose  of  this  committee  has  been  to  help  the  poor  to  help 
themselves.  A  supervisor  is  employed  to  inspect  the  gardens  once 
or  twice  a  month.  There  has  been  no  interruption  in  the  work,  due 
to  the  fact  that  the  same  officers  have  given  their  services  year 
after  year. 

Expenses  and  financial  support.  The  first  year  the  experiment 
cost  the  society  $314.98.  Sixty-four  lots  were  cultivated  and  the 
value  of  the  total  products  was  about  $500.00.  Funds  for  the  work 
are  provided  entirely  by  voluntary  contribution.  The  amount 
given  is  approximately  $500.00  a  year.  The  unused  land  is  loaned 
to  the  committee  by  the  owners  and  by  real  estate  companies  with- 
out cost. 

The  number  of  vacant  lots  cultivated  in  1908  was  ninety-two  and 
the  number  of  kitchen  gardens  126.  The  report  for  1916  gives 
146  vacant  lots  under  cultivation  and  382  kitchen  gardens  and 
408  flower  gardens.  There  is  a  decrease  in  the  number  of  vacant 
lots  over  the  year  just  preceding,  but  this  is  due  to  the  fact  that  the 
schools  have  been  encouraging  this  work  and  the  parent-teachers' 
organizations  in  some  sections  of  the  city  have  taken  charge  of  it, 
so  the  reports  come  to  the  schools  instead  of  to  this  committee. 
The  kitchen  gardens,  in  1912,  were  valued  at  $2,518.35  and  in 
1915,  at  $3,000.00 

Reports  also  show  a  continual  increase  of  production  in  proper- 


FINDINGS  AS  TO  INDUSTRIES  217 

tion  to  expenditures,  the  ratio  varying  from  $3.50  to  $5.00  for  each 
dollar  expended.  The  theory  of  the  vacant  lots  plan  is  that  the 
beneficiaries  are  a  class  of  people  who  if  not  helped  in  this  way 
would  fall  back  on  some  charitable  agency.  While  acquiring 
health  and  strength  in  outdoor  work  these  gardeners  receive 
valuable  training  and  experience.  More  than  half  the  number  who 
cultivated  vacant  lots  in  1916  are  colored  people.  Foreigners  in 
certain  districts  show  a  desire  for  flowers  but  are  unable  to  do 
much  with  vegetables  because  of  the  crowded  quarters  in  which 
they  live.  These  congested  districts  need  gardens  but  at  present 
there  seems  no  way  to  provide  them. 

Social  settlements  and  missions.  A  number  of  social  settle- 
ments and  missions  have  been  aided  by  this  committee  in 
neighborhood  work.  The  Christamore  College  Settlement,  the 
Harley— Gibbs  Settlement,  The  Cosmopolitan  Mission,  and  the 
Flanner  Guild  have  been  given  vegetable  and  flower  seeds,  lime  for 
whitewashing,  and  had  lots  plowed.  Fifty  families,  most  of  whom 
could  not  speak  English,  were  given  packages  of  seeds.  The  Boys' 
Club  has  distributed  about  300  packages  of  seeds. 

Cost.  The  proper  maintenance  of  a  small  garden  runs  from 
$25  to  $30  a  season.  This  is  expended  for  preparation  of  ground, 
tools,  fencing,  seeds  and  plants. 

A  garden  supervisor  is  paid  from  $1,200  to  $2, 000  for  eight  or 
ten  months'  service.  A  garden  laborer  usually  receives  $60  a 
month.  Assistants  are  paid  from  $65  to  $75  a  month.  A  garden 
teacher  usually  receives  from  $100  to  $150  a  month.  The  season 
extends  from  April  to  October. 

The  work  has  been  recognized  as  of  great  value  by  the  Park 
Board  because  it  aids  in  making  the  city  more  attractive,  and  by 
the  Board  of  Public  Health  because  of  better  sanitation  resulting 
from  the  cleaning  up.  The  former  has  aided  the  cause  by  giving 
directions  for  planting  and  by  gifts  of  plants.  The  county  agent 
and  the  Department  of  Agriculture  at  Purdue  should  give  valuable 
assistance. 

The  work  of  the  high  schools.  Shortridge  offers  a  one-year 
course  of  ten  periods  per  week  in  both  botany  and  zoology.  The 
work  is  scientific  and  practical.  In  botany,  common  flowers 
and  trees  are  studied;  also  modes  of  propagation,  budding,  graft- 
ing and  cutting.  About  three-fourths  of  those  in  the  classes 
have  home  gardens.  Proper  methods  of  planting  are  discussed 
and  demonstrated.  Emphasis  is  placed  on  the  uses  of  plants. 


218  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  zoology  course  lays  special  stress  on  the  economic  value  of 
insects  and  birds. 

The  Emmerich  Manual  Training  High  School  offers  a  one-year 
course  in  botany  of  ten  periods  per  week.  Pupils  desiring  courses 
in  agriculture  are  sent  to  the  Technical  High  School. 

Technical  High  School  has  a  course  in  botany,  in  gardening, 
in  vocational  agriculture,  and  in  home  gardening,  offered  during 
the  spring  and  summer  months.  Six  boys,  16  or  17  years  of 
age,  are  taking  the  all-year  vocational  agriculture  course. 
Each  boy  has  a  strip  of  land  sixty-one  feet  wide  and 
362  feet  long.  Of  the  100  pupils  enrolled  for  the  garden- 
ing courses  at  the  school,  the  number  dropped  to  less 
than  fifty,  with  about  twenty-five  usually  present  at  class 
meeting.  There  were  twenty  gardens  at  the  school.  A  few 
pupils  cultivated  home  gardens.  The  work  begins  in  March 
for  this  course.  The  school  has  the  ground  plowed  and  furnishes 
the  seed.  The  students  must  give  one-fourth  the  profit  from  their 
sales  to  the  school,  retaining  three-fourths  for  themselves.  Each 
plot  of  ground  cultivated  is  one-tenth  of  an  acre  and  should  yield 
the  high-school  student  from  $5.00  to  $20.00  for  returns. 


PART  II. 


STUDY  OF  HOUSEKEEPING. 


I.   INTRODUCTION. 

Importance  of  the  study.  Housekeeping  is  the  one  universal 
industry  and  likewise  the  oldest.  Whether  the  home  plant  be 
large  or  small,  rich  or  poor,  its  success  or  failure  depends  in  a  large 
measure  upon  the  manager  in  charge.  The  men  and  women  in 
any  other  industry  work  under  the  direction  of  a  superintendent 
or  foreman.  The  housewife,  on  the  contrary,  is  in  entire  control 
of  her  plant,  is  superintendent  and  worker  combined,  besides 
fulfilling  her  duties  as  wife  and  mother.  Her  tasks  are  infinite  and 
the  reward  of  her  labor  not  represented  by  the  pay  envelope.  Hence 
is  due  largely  the  fact  that  the  home  has  not  been  reckoned  with  as 
a  competing  industry. 

It  is  becoming  to  be  recognized  in  both  commerce  and  industry 
that  the  health,  happiness,  and  harmony  of  the  workers  in  industry 
are  dependent  in  great  measure  upon  the  standard  of  living  and 
comfort  maintained  in  the  home,  not  the  false  standard  of  "keep- 
ing up  appearances"  but  a  standard  established  by  the  serious 
thought  and  planning  of  the  wage-earner  and  the  housewife,  the 
disburser  of  the  wage,  as  to  the  manner  in  which  they  can  secure 
to  themselves  and  their  family,  by  the  wise  expenditure  of  their 
money,  this  health,  harmony  and  happiness,  which  are  the  products 
of  the  efficient  home.  Certain  industries  are  taking  the  above 
factors  into  consideration  in  the  employment  of  their  workers, 
and  are  in  some  cases  providing  training  for  the  wife  and  daughters 
in  the  homes  to  increase  their  ability  in  carrying  on  the  business 
of  the  home  by  teaching  them  how  to  budget  their  expenditures, 
how  to  select  and  purchase  proper  foods,  how  to  run  the  machinery 
of  the  home,  by  good  management  to  avoid  loss  of  energy  in  brain 
and  muscle,  how  to  rear  children  and  care  for  them. 

Even  a  casual  survey  of  recent  literature  pertaining  to  the  home 
reveals  the  fact  that  the  problems  of  the  housewife  are  beginning  to 
receive  the  serious  thought  of  the  efficiency  expert,  and  that  the 
"new  housekeeping"  has  become  an  established  fact.  With  the 

(219, 


220  INDIANAPOLIS  VOCATIONAL  SURVEY 

application  of  scientific  principles  to  the  study  of  foods  and 
nutrition  and  their  relation  to  the  health  of  the  individual,  with 
the  introduction  of  scientific  methods  of  operating  the  factory 
plant  for  conserving  the  energy  of  the  workers,  and  with  the 
development  of  new  problems  growing  out  of  the  .demands  put 
upon  the  home  by  the  increasing  complexity  of  modern  life, 
there  has  sprung  up,  everywhere,  a  keen  interest  in  the  home 
which  touches  every  human  life. 

Upon  the  administration  of  the  home  in  such  a  way  as  to  em- 
phasize its  purposes  and  ideals  depends  to  a  great  extent  the  skill 
and  training  of  the  men  and  women  of  the  next  generation, 
as  also  the  economic  future  of  the  country  whether  there  shall 
be  here  a  race  that  robs  the  country  of  its  natural  resources  or  by 
the  labor  of  its  hand  increases  the  value  of  those  products  many 
fold. 

Value  of  the  study.  The  value  of  the  study  of  local  housekeep- 
ing conditions  should  be  threefold:  (1)  To  awaken  the  interest 
of  the  housewife  in  the  home  as  a  business  enterprise  and  a  trade; 
(2)  to  suggest  through  the  presentation  of  what  is  already 
being  done  in  homes,  ways  and  means  to  increase  its  efficiency; 
(3^  to  attempt  to  interest  the  girl  or  woman  thrown  on  her 
own  resources  in  housekeeping  as  an  occupation  that  compares 
favorably  with  other  trades. 

Purpose  of  the  Survey.  In  making  a  study  of  the  home  it  was 
decided  to  carry  it  on  from  four  points  of  view:  (1)  The  effi- 
ciency of  the  present  home  without  regard  to  the  presence  or 
absence  of  employees;  (2)  the  home  in  which  there  are  employ- 
ees, from  the  standpoint  of  the  employer;  (3)  the  home  without 
a  helper,  unless  a  casual  one;  (4)  the  employee,  her  status  in 
the  home,  her  qualifications  and  her  opportunites.  In  order  to 
obtain  the  information  necessary  to  carry  on  the  study  four 
questionnaires  were  prepared  and  the  information  obtained  by 
field-workers  through  personal  interview.  To  supplement  this 
data,  a  study  was  made  (1)  of  the  individual  advertisements  of 
employers  and  employees;  (2)  of  the  various  private  and  public 
employment  bureaus  for  domestic  workers  in  the  home;  (3)  of  the 
public,  semi-public  and  private  courses  of  instruction  available 
for  housekeepers;  (4)  of  the  books  in  the  public  library  of  the  city 
relating  to  various  phases  of  housekeeping;  and  (5)  of  organiza- 
tions studying  topics  relative  to  the  home. 

Method  of  the  Survey.  In  securing  data  an  effort  was  made  to 
cover  as  wide  a  range  of  territory  as  possible,  and  to  enlist  the  co- 


STUDY  OF  HOUSEKEEPING  221 

operation  of  housewives  who  would  give  information  frankly  and 
fully.  To  this  end  representatives  of  the  Survey,  at  the  invita- 
tion of  the  President  of  the  Federation  of  the  Parent-Teacher 
Associations,  appeared  before  approximately  thirty  parent- 
teacher  associations  located  in  every  part  of  the  city.  Likewise, 
an  equal  number  of  clubs,  notably,  many  affiliated  with  the  Local 
Council  of  Women,  the  Woman's  Department  Club,  the  Jewish 
Council  of  Women  and  others  invited  the  Survey  to  present  its 
plans  at  their  meetings  and  aided  materially  py  checking  up  at 
their  meetings  the  "household  measurements"  questionnaire,  and 
signifying,  through  cares  prepared  for  the  purpose;  their  desire 
to  co-operate  by  inviting  the  field-workers  to  their  homes.  In 
this  way  data  were  secured  from  white  and  colored  families  alike 
and  from  families  in  every  status  of  society. 

The  questionnaires.  When  an  industry  has  been  studied 
several  times,  the  organization  of  suitable  schedules  for  the  study 
of  a  new  situation  is  not  difficult,  because  the  several  units  have 
been  tried  and  the  kind  of  information  elicited  by  each  is  well 
established.  In  making  the  housekeeping  survey  the  director 
was  confronted  by  a  new  situation  with  little  or  no  material  to 
adapt.  In  preparing  the  schedules  he  was  assisted  by  a  com- 
mittee of  housewives,  the  director  of  vocational  education  for 
Indiana,  the  special  agent  in  charge  of  domestic  science,  exten- 
sion workers  from  Purdue  University  and  several  prominent  local 
men  and  women. 

In  the  Survey  of  the  present  efficiency  of  the  home,  questions 
are  asked  regarding  the  duties  of  the  housewife,  her  training  for 
her  job,  her  methods  of  purchasing  and  preparing  food,  her  plans 
for  her  daily  work,  the  participation  of  the  other  members  of  the 
family,  the  sanitary  conditions  of  the  home,  her  knowledge  of 
foods  and  household  accounting,  and  her  interest  in  books,  maga- 
zines, and  courses  of  study  relating  to  her  problems. 

The  study  of  the  employed  worker  in  the  home  includes  an 
investigation  of  the  preference  for  employees,  white  or  colored, 
trained  or  untrained,  methods  of  obtaining,  accommodations  or 
privileges  allowed,  encouragement  to  be  given  in  taking  courses 
to  increase  efficiency,  the  kind  of  position  open,  the  work  required, 
the  training  of  the  employee,  shortcomings,  requirements,  and  some 
general  facts  relative  to  employee  that  might  aid  in  establishing 
her  social  and  economic  status. 

In  the  study  of  the  home  without  employees  the  economic  status 
of  the  families  is  determined  somewhat  by  the  occupation  of  the 


222  INDIANAPOLIS  VOCATIONAL  SURVEY 

wage-earner,  ownership  of  property,  and  sources  of  supplementary 
income.  The  duties  of  the  housewife  and  the  participation  of 
the  children  or  other  members  of  the  family  are  taken  up.  The 
Survey  also  ascertains  the  training  of  the  housewife  previous  to 
the  management  of  the  home  and  since  she  has  taken  charge; 
the  particular  phases  in  which  she  feels  the  need  of  preparation, 
and  her  desires  as'to  short  courses  on  problems  of  the  home.  To 
show  the  attitude  of  the  home  toward  the  training  of  children 
two  questions  were  asked:  (1)  As  to  the  training  in  school  and 
(2)  as  to  the  training  at  home. 

In  the  study  of  the  employee  in  the  home  in  which  the  data 
were  secured  from  the  employee,  the  duties,  conditions  of  employ- 
ment, hours  of  recreation,  etc.,  are  considered  to  ascertain  the 
possible  standardization  of  these  factors.  The  questions  likewise 
dealt  with  nationality  and  color,  length  of  employment  and  posi- 
tions held. 

In  the  general  information  asked  for  is  included  the  following: 
The  training  for  household  service  before  or  after  accepting  the 
position;  the  need  of  better  preparation  and  the  willingness  to 
take  such  courses  if  arrangements  are  made  and  the  proper  eco- 
nomic reward  offered;  the  liking  for  the  kind  of  work  done  and  the 
opportunities  for  relaxation  offered;  the  reason  for  entering  the 
occupation;  and  the  desire  to  take  up  a  different  one. 

Extent  of  the  study.  More  than  2,500  homes  are  concerned  in 
the  study,  and  2,662  individual  schedules  of  the  four  types  were 
tabulated — 1,000  "household  measurements,"  302  Schedules  I, 
1,110  Schedules  II,  and  250  Schedules  III. 

As  additional  evidence  of  the  extent  of  the  Survey  a  list  of 
the  occupations  of  the  heads  of  the  families  for  which  individual 
schedules  were  tabulated  is  given. 

Occupation  of  Wage-Earners. 

Accountant  Adjuster  Advertising  man 

Army  officer  Attorney  Baker 

Banker  Barber  Blacksmith 

Bookkeeper  Brakeman  Brewer 

Broker  Brick  contractor  Broom  manufacturer 

Butcher  Buyer  Cabinetmaker 

Carpenter  Casket  maker  Chef 

Chemist  Coal  merchant  Conductor  (R.  R.) 

Cook  Cooperage  manager  Custodian 

Dentist  Designer  Draftsman 

Druggist  Editor  Electrician 


223 


Engineer 

Fireman 

Grocer 

Hotel  employee 

Inspector 

Judge 

Librarian 

Machinist 

Merchant  tailor 

Motorman 

Passenger  agent 

Physician 

Price  clerk 

Purchasing  agent 

Switchman 

Stock  salesman 

Teacher 

Ticket  agent 

Veterinary 


Farmer 

Gardener 

Harness  maker 

Houseman 

Insurance 

Laborer 

Lineman 

Manufacturer 

Meter  repairer 

Nurse 

Patrolman 

Post  office  employee 

Printer 

Real  estate  dealer 

Shipping  clerk 

Stonemason 

Teamster 

Traveling  salesman 

Wagon  builder 


Foreman 
Gauger 
Health  officer 
House  mover 
Janitor 
Lawyer 
Lumber  dealer- 
Merchant 
Minister 
Painter 
Plumber 

President  foundry 
Pr-oduce  business 
Salesmanager 
Stenographer 
Secretary,SenatorU.S. 
Telegraph  operator 
Truant  officer 
Woodworker 


II.  HOUSEHOLD  MEASUREMENTS. 

The  household  measurements  study  attempts  to  approach  the 
problems  of  housekeeping  from  the  viewpoint  of  the  efficiency 
expert,  whose  duty  it  is  to  get  the  best  possible  results  from  the 
•industry  under  his  direction  with  the  least  confusion  and  with 
the  least  expenditure  of  money,  brains  and  energy.  The  questions, 
which  call  for  positive  or  negative  information,  were  presented 
in  such  a  way  as  to  call  forth  a  quick  reaction  on  the  part  of  those 
answering.  They  deal  with  the  business  side  of  housekeeping, 
food  values,  sanitation  and  the  special  training  of  the  housewife. 
The  questions,  twenty  in  number,  were  put  to  groups  of  women 
representing  approximately  fifty  clubs  and  organizations.  One 
thousand  questionnaires  form  the  basis  of  the  tabulation. 

Housekeeping  as  a  business.  Question  1,  11  and  12  pertain  to 
the  financial  side  of  the  business  of  housekeeping.  The  questions 
are  as  follows:  1.  Do  you  regard  housekeeping  as  a  business 
proposition?  11.  Do  you  budget  your  expenditures?  12.  Do 
you  have  any  system  of  keeping  household  accounts? 

Of  1,000  women  answering  the  questionnaire,  953  look  upon 
housekeeping  as  a  business  proposition  and  forty-seven  do  not; 
587  budget  their  expenditures  while  413  do  not.  Of  those  who 
budget  their  expenditures,  463  keep  household  accounts  while 


224  INDIANAPOLIS  VOCATIONAL  SURVEY 

124  do  not.  It  is  to  be  noted,  however,  that  of  413  women  who 
do  not  budget  their  household  expenditures,  147  keep  household 
accounts  while  266  do  not.  Of  the  1,000  women  tabulated,  610 
keep  household  accounts  while  390  do  not. 

The  standard  of  the  housewife's  skill  up  to  the  past  fifty  years 
has  been  productivity.  The  housewife,  with  her  daughters  or 
helpers,  was  the  only  middleman  between  producer  and  con- 
sumer. Together  they  washed,  cooked,  knitted,  weeded  in  the 
garden,  picked  the  geese,  dipped  the  candles  in  the  spring,  and 
made  soap  and  sausages  in  the  autumn. 

*The  following  extract  from  the  diary  of  an  eighteenth  century 
housewife  is  fairly  typical  of  what  her  duties  were  before  the 
manufacturer  took  the  province  of  producer  out  of  her  hands. 

'Fixed  gown  for  Prude;  mend  mother's  riding  hood;  spun  short 
thread;  carded  tow;  worked  on  cheese  basket;  hatcheled  flax  with 
Hannah,  we  did  fifty-one  pounds  apiece;  pleated  and  ironed;  read  a 
sermon  of  Doldridge's;  spooled  a  piece;  milked  the  cows;  spun  linen, 
did  fifty  knots;  set  a  red  dye;  had  two  scholars  from  Mrs.  Taylor's; 
I  carded  two  pounds  of  whole  wool  and  felt  nationly ;  spun  harness 
twine;  scoured  the  pewter." 

The  housewife's  efficiency  to-day  is  measured  by  the  degree  of 
intelligence  manifested  in  the  disbursement  of  the  family  income 
when  she  supplies  the  demands  of  her  household  in  respect  to 
proper  food,  drink  and  clothing.  It  is  a  hopeful  sign  that  so  many 
women  do  regard  housekeeping  as  a  business  proposition  and  are 
looking  out  for  the  careful  expenditure  of  household  moneys. 

Ten  years  ago  one  heard  little  or  nothing  of  budgeting  house- 
hold expenditures  or  of  keeping  household  accounts,  and  the 
expressions:  scientific  management  of  the  home,  and  household 
efficiency  were  foreign  to  the  layman's  ear.  It  is  now  generally 
believed  that  the  systematic  budget  is  the  present-day  solution 
of  the  housekeeping  problem  and  that  keeping  household  accounts 
is  its  handmaiden.  That  so  many  women,  as  noted  above,  budget 
their  expenditures  and  keep  household  accounts  leads  to  the  con- 
clusion that  the  progress  of  scientific  management  has  been  rapid, 
and  that  certain  business  methods  do  obtain  in  this  least  organized 
of  industries. 

As  the  Survey  goes  to  press  a  leading  citizen  calls  attention  to 
the  fact  that  until  he  had  taken  into  thoughtful  consideration, 
the  points  brought  out  in  the  household  measurements  question- 


Bruere — Increasing  home  efficiency. 


STUDY  OF  HOUSEKEEPING  225 

naire,  he  had  never  considered  the  financing  of  a  home  a  business 
proposition.  Now  he  has  inaugurated  a  system  of  budgeting 
and  accounting  for  all  money  that  goes  into  the  home  plant. 

Scientific  methods  of  purchasing  supplies.  Questions  3,  4  and  5 
pertain  to  the  demands  of  modern  household  consumption.  3. 
Are  you  attempting  to  meet  the  increasing  cost  of  living  by  scien- 
tific methods  of  purchasing  supplies?  4.  Do  you  examine  per- 
sonally the  purchases  made  of  the  butcher,  grocer,  and  iceman,  etc., 
with  reference  to  getting  full  value?  5.  Do  you  keep  in  mind 
nutritive  food  values  when  you  plan  your  meals  ? 

Of  the  1,000  women  scheduled,  839  use  scientific  methods  in 
purchasing  supplies,  and  161  do  not.  Of  the  839  using  scientific 
methods,  686  examine  their  purchases  personally,  153  do  not. 
Of  the  161  not  using  scientific  methods,  ninety-seven  do  examine 
their  purchases  personally,  while  sixty-four  do  not.  The  total 
number  who  examine  purchases  personally  is  783,  and  of  those 
who  do  not,  217.  Eight  hundred  twenty-two  keep  in  mind  nutri- 
tive food  values  when  planning  meals  and  178  do  not. 

That  839  women  claim  the  practice  of  scientific  methods  in 
purchasing  supplies  may  mean  that  the  home  is  feeling  the  econ- 
omic pressure  of  the  time.  A  more  generous  and  perhaps  more 
constructive  view  is  that  women  are  learning  that  such  thrift 
as  is  shown  in  substituting  a  cheaper  cut  of  meat  for  the  more 
expensive  is  not  meanness,  but  good  management,  and  that  if  783 
housewives  personally  examine  their  purchases  and  check  them  up 
as  to  weight  and  measure  to  reduce  leakages,  the  inspector  of 
weights  has  a  good  ally  in  the  housewife.  The  following  item 
taken  from  a  local  newspaper  appeared  during  December,  1916. 

"Shortage  of  coal,  vegetables  and  other  commodities,  which 
has  a  tendency  to  keep  peddlers  from  the  streets,  made  itself 
felt  last  month  in  the  small  amount  of  work  done  by  the  depart- 
ment of  the  City  Sealer  of  Weights  and  Measures,  according 
to  the  monthly  report  issued  by  Herman  F.  Adam,  city  sealer, 
yesterday.  The  city  sealer  said  further:  'The  high  cost  of  living 
has  made  the  housewife  take  notice  and  we  find  they  scrutinize 
the  weight  and  measure  of  their  purchase,  which  naturally  makes 
less  work  for  our  department.  The  inspection  last  month  was 
mostly  heavy  work,  etc." 

Women  are  beginning  to  realize  that  their  kitchen  can  not  be 
efficient  without  a  pair  of  scales.  One  housekeeper  found  on  weigh- 
ing her  packages  that  in  one  week  through  short  weight  she  had 
lost  16  cents,  which  means  $8.32  a  year.  The  question  is  often 

6647 — 15 


226  INDIANAPOLIS  VOCATIONAL  SURVEY 

asked  in  this  city  why  the  State  law  is  not  enforced  in  regard  to 
selling  potatoes,  apples,  cabbage,  etc.,  by  weight.  It  would  be 
interesting  in  this  connection  to  learn  what  number  of  the  women 
scheduled  are  acquainted  with  the  State  and  municipal  weights 
and  measures  laws  and  of  equal  interest  to  be  able  to  estimate 
the  savings  that  would  result  from  the  practice  of  weighing  all 
food  that  comes  into  the  house.  A  noted  food  expert  and  cook, 
in  conference,  said  that  she  never  needs  to  buy  lard  or  its  sub- 
stitutes, because  every  particle  of  fat  from  meat  brought  into  the 
house  is  utilized.  The  housewife  should  know  what  makes  the 
city  garbage  contracts  so  valuable.  The  value  of  raw  garbage  is 
due  to  the  amount  of  grease  extracted  from  it.  The  value  of  a  ton 
of  the  raw  article  is  estimated  at  approximately  $5,  the  grease 
being  worth  $3,  and  the  fertilizer  ingredients  $2. 

Balanced  menu.  It  is  significant  that  822  women  keep  in  mind 
nutritive  food  values  in  planning  meals.  Hastily  thought  out 
menus  are  expensive.  The  modern  progressive  housewife  expends 
in  serious  thought — of  what  will  satisfy  the  family  in  variety  and 
flavor;  of  what  quantity  and  quality  to  buy  and  in  wise  marketing — 
the  energy  that  her  sister  housewife  of  the  eighteenth  century 
spent  in  production.  The  present  generation  of  housewives  have 
had  almost  no  technical  school  training  in  food  values.  The 
knowledge  of  such  values  must  be  gained  from  every  current 
available  source,  domestic  science  clubs,  magazines,  newspapers 
and  lectures  on  household  arts.  Health  depends  upon  the 
balanced  menu  and  the  health  of  the  family  group  is  the  final 
test  of  the  housewife's  efficiency.  It  is  possible  to  cut  down  drug- 
gist and  doctor  bills  by  applying  some  dietetic  wisdom  to  the 
use  of  the  ordinary  food  materials. 

Rival  experiments,  so  popular  at  the  present  time,  to  deter- 
mine on  how  small  an  expenditure  of  money  the  health  of  the 
family  may  be  maintained  have  doubtful  value  to  the  housewife 
whose  ideal  is  the  well-ordered  home.  Not  how  cheaply  she  can 
provide  healthful  food  for  her  family,  but  how  wisely  and  eco- 
nomically she  is  able  to  disburse  the  funds  at  her  disposal  to  secure 
and  preserve  their  health,  and,  likewise,  their  contentment  and 
happiness  should  be  the  aim  of  her  efforts. 

Interest  in  sanitation.  Questions  13  and  14  relate  to  sanita- 
tion. 13.  Do  you  keep  a  close  watch  over  the  sanitary  conditions 
in  your  home?  14.  Do  you  insist  upon  having  ivindows  in  sleep- 
ing rooms  open  at  night? 

Closely  allied  to  the  consideration  of  nutritive  food  values  for 


STUDY  OF  HOUSEKEEPING  227 

the  promotion  and  conservation  are  the  problems  of  sanitation 
and  personal  hygiene.  Of  the  1,000  women  answering  questions 
13  and  14  of  the  questionnaire,  962  do  keep  a  close  watch  over  the 
sanitary  conditions,  see  to  it  that  the  plumbing  is  perfect  and  are 
willing  to  co-operate  with  the  city  authorities  in  securing  a  cleaner, 
more  sanitary  city.  Only  thirty-eight  profess  either  indifference, 
ignorance,  or  delegation  of  duty.  Nine  hundred  thirty-nine  see 
to  it  that  sleeping-room  windows  are  open  at  night  and  this  act 
leads  to  the  assumption  that  they  insist  in  the  family  group  upon 
cleanliness  of  body,  hair  and  teeth,  and  cleanliness  of  clothing  and 
the  home.  New  York  city  in  December  of  1916  celebrated  "open 
window  week"  and  according  to  a  statement  issued  by  the  city 
health  department's  bureau  of  vital  statistics  825,497,861,423,772 
disease  germs  met  death  from  exposure  to  fresh  air."  The  bureau 
estimated  that  "4,752,322  windows  in  the  greater  city  were  kept 
open  as  a  result  of  the  movement  and  that  120,000  colds  were 
prevented  in  the  twenty-four  hours  preceding  the  publication  of 
the  figures." 

Conservation  of  energy.  Questions  6,  7,  8,  9,  and  10  relate  to 
the  conservation  of  energy  on  the  part  of  the  housewife.  6.  Have 
you  a  fixed  plan  for  your  daily  work?  7.  Are  kitchen  and  pantry 
arranged  to  save  steps'!  8.  Have  you  the  advantage  of  a  home 
equipped  with  labor-saving  devices?  9.  Has  each  member  of  your 
family  definite  participation  in  household  duties?  10.  Have  you 
so  systematized  your  duties  that  you  have  a  period  of  rest  or  recrea- 
tion both  morning  and  afternoon? 

Energy  may  be  conserved  by  having  a  fixed  plan  for  the  daily 
routine,  by  living  in  a  house  whose  kitchen,  pantry,  cupboards 
and  dining  room  are  arranged  to  save  steps  by  the  employment  of 
labor-saving  devices,  by  the  participation  of  members  of  the 
family  in  household  duties  and  by  systematizing  duties  in  such  a 
way  that  there  are  periods  of  rest  and  relaxation. 

It  is  evident  that  women,  as  yet,  have  not  awakened  to  the 
importance  of  a  daily  routine  of  work.  Efficiency  applied  to  house 
work  would  mean  that  there  is  a  definite  regular  time  for  each 
task,  so  that  each  task  is  done  at  a  certain  time  in  relation  to  other 
tasks.  Two  hundred  seventy-two  women  as  yet  do  not  seek  to 
conserve  their  energy  through  a  daily  plan,  while  728  do. 

Inquiry  likewise  into  the  systematization  of  duties  disclosed 
the  fact  that  only  548  women  have  a  working  schedule  arranged  for 
a  rest  period.  The  other  452  find  no  time  during  the  day  for 
physical  relaxation.  Whether  this  is  due  to  lack  of  system  and 


228  INDIANAPOLIS  VOCATIONAL  SURVEY 

education,  or  to  actual  time  requirements  of  the  work,  could  not 
well  be  determined  by  so  general  a  query.  It  would  seem,  in  sched- 
uling the  operations  of  housekeeping,  that  an  attempt  has  been 
made  at  division  of  labor,  for  it  was  learned  that  in  653  families, 
individual  members  have  separate  tasks  assigned,  against  347 
families  wherein  the  house  wife' does  not  share  responsibility. 

Labor-saving  devices  are  in  709  homes.  This  is  not  necessarily 
expensive  equipment,  but  often  simple  tools  that  prevent  un- 
necessary motions  and  thus  save  time  and  energy.  The  291  women 
whose  homes  are  not  equipped  with  labor-saving  devices  claim 
probably  that  they  can  not  afford  to  expend  the  money  necessary 
for  their  purchase. 

The  conservatism  of  women  in  their  attitude  toward  labor- 
saving  devices  in  the  home  seems  to  be  giving  way  before  the  at- 
tempt made  through  the  manufacturers  of  labor-saving  devices  to 
assist  the  housewife  in  the  solution  of  the  problem  of  replacing 
the  helper  in  the  home.  Housewives  are  beginning  to  regard 
labor-saving  devices  as  a  good  substitute  for  servants.  It  is 
obvious  that  proper  estimates  of  values  should  form  the  rudiments 
of  education. 

It  is  perhaps  surprising  to  note  that  710  women  out  of  the 
1,000  scheduled  have  kitchen  and  pantry  arranged  to  save  steps, 
and  find  it  therefore  possible  to  establish  a  definite  "routing" 
system  between  them.  It  is  more  than  probable  that  the  majority 
of  women  are  not  altogether  familiar  with  the  best  type  of  the 
efficiently  arranged  kitchen.  The  time  is  not  far  distant  when  a 
specialist  with  a  scientific  knowledge  of  household  engineering 
will  be  called  into  consultation  when  the  new  house  is  planned  or 
the  old  one  remodeled.  If  the  energy  of  a  woman  in  the  home 
has  economic  value  there  must  be  effected  a  closer  articulation 
between  t'  e  plumber's  plans  and  the  housewife's  needs.  The 
kitchen  sink  will  then  not  be  too  low  for  the  worker,  and  the  elec- 
trician will  plan  the  lighting  to  aid  the  operations  she  performs. 

Care  of  children.  Questions  15  and  19  pertain  to  the  care  and 
rearing  of  children.  15.  Are  you  interested  in  the  care  and  earing 
of  children?  19.  Do  you  subscribe  to  or  read  any  magazines  de- 
voted to  the  problems  of  housekeeping  and  caring  for  children? 

The  efficiency  of  the  home  is  judged  not  only  by  the  health  of 
the  family  group,  the  happiness  and  harmony  prevailing,  but  al^o 
by  the  presence  of  children.  Eight  hundred  sixty-five  women 
expressed  themselves  as  having  a  special  interest  in  child  prob- 


STUDY  OF  HOUSEKEEPING  229 

lems,  while  135  do  not.     Likewise,  700  subscribe  to  or  read  maga- 
zines on  housekeeping  and  care  of  children,  while  300  do  not. 

Training  of  housewife.  Data  concerning  the  training,  education 
and  information  of  the  housewife  as  brought  out  in  questions  2, 

16,  18,  17,  and  20  are  of  exceeding  interest  and  importance.     2. 
Have  you  had  the  advantage  of  any  special  preparation  for  house- 
keeping?    16.     Have  you  read  any  books  on  household  management? 

17.  Do  you  belong  to  any  local  domestic  science  club  or  organiza- 
tion?    18.     Do  you  devote  a  part  of  your  spare  time  to  self-improvement 
along   the   line  of  housekeeping?     Are  you  interested   in   lectures 
and  courses  in  household  management  for  mothers,  daughters  and 
employees  in  the  home? 

That  the  majority  of  women  are  seeking  to  learn  their  business 
through  the  various  channels  open  to  them  is  indicated  by  their 
answers.  That  the  magazines  devoted  exclusively  to  women's 
work  and  responsibilities  in  the  homes  have  fostered  this  new 
interest  is  evident  from  a  casual  survey  of  a  magazine  number  of 
ten  years  ago  and  one  of  the  present.  The  interest  indeed  has 
encouraged  the  launching  of  new  magazines  devoted  to  economics, 
cookery,  and  household  management  and  many  splendid  books 
have  been  written. 

In  answering  the  question  pertaining  to  special  preparation  for 
housekeeping  the  privilege  was  granted  the  women  to  consider 
home  training  received  as  the  equivalent  of  any  technical  school 
training.  The  majority  of  women  who  are  keeping  house  to-day 
completed  school  before  domestic  science  became  a  common  item 
in  the  school  curriculum.  The  point  is  that  the  women  have  had 
little  opportunity  for  special  training  in  housekeeping.  Their 
lawyer,  doctor,  teacher,  brothers  and  husbands  have  had  facilities 
to  receive  training  for  their  professions.  To  make  provisions  for 
the  adequate  training  of  housewives  of  this  country  would  require 
at  least  20,000  schools  of  domestic  science.  There  are  less  than 
fifty  schools  where  household  management  is  taught.  Prevoca- 
tional  training  in  household  arts,  though  valuable  in  its  place, 
in  no  more  included  in  this  estimate  than  that  elementary  physi- 
ology and  hygiene  in  the  schools  are  a  part  of  the  professional 
training  of  a  physician.  Of  the  1,000  women  answering,  410  have 
entered  their  life  profession  with  no  training.  Five  hundred 
eighty-seven  have  read  books  on  household  management;  728 
devote  some  time  to  self-improvement;  836  are  interested  in 
lectures  and  courses  in  household  management. 

Of  1,000  women,  only  123  belong  to  a  domestic  science  club  or 


230  INDIANAPOLIS  VOCATIONAL  SURVEY 

to  a  club  which  takes  up  home  problems  for  discussion.  The 
Woman's  Department  Club  has  a  home  and  education  division 
devoted  to  a  study  of  home  problems.  The  members  of  one  pri- 
vate domestic  school  maintains  a  club  for  the  general  discussion 
of  housekeeping  problems.  An  examination  made  of  the  programs 
of  fifty-one  women's  clubs  of  the  city  for  the  three  years,  1913-16, 
shows  that  out  of  2,681  topics  discussed,  only  eighty-five  could 
be  construed  as  having  any  bearing  on  housekeeping  problems. 
The  city  needs  a  strong  home  economics  organization  with  a 
nominal  membership  fee,  and  democratic  enough  to  admit  to 
membership  any  one,  rich  or  poor,  who  is  working  on  the  problem 
of  a  properly  managed  home.  This  club  might  be  pledged  to  co- 
operate with  State  and  city  authorities  in  the  enforcement  of  the 
regulations  pertaining  to  weights  and  measures  and  standards 
in  regard  to  foods. 

The  task  of  the  club  would  be  not  so  much  to  institute  a  fight 
against  the  high  prices  of  foodstuffs  as  to  learn  to  buy  and  use 
economically  the  foodstuffs  and  other  home  consumption  materials 
that  the  housewife  must  buy. 

There  are  many  channels  to-day  open  to  the  woman  who  wishes 
to  attack  her  home  problems  from  the  business  standpoint.  Cer- 
tain commercial  interests  seek,  through  education  by  free  lectures 
and  demonstrations,  to  advertise  their  products.  A  local  bank 
employed  a  woman  recently  who  has  done  much  in  making  pro- 
paganda for  the  budgeting  of  household  expenditures  to  give  a 
series  of  lectures  on  budgeting,  food,  clothing,  economical  buying, 
etc.  Other  institutions  such  as  saving  banks  and  insurance 
companies,  whose  interest  the  teaching  of  household  economy 
would  advance,  might  find  a  similar  course  eminently  practical 
and  productive.  The  fact  is  often  overlooked  that  the  United 
States  Government  has  put  out  many  bulletins  dealing  with  the 
problems  of  the  home  and  continues  to  put  them  out.  These 
bulletins  may  be  had  for  the  asking.  The  leading  agriculture 
schools  likewise  put  out  many  bulletins  which  may  be  had  for  a 
very  nominal  sum.  Courses  in  household  management  might 
be  offered  by  the  extension  department  of  the  State  University 
for  they  would  attract  many  women. 

Much  has  been  done  in  the  public  schools  during  the  past 
fifteen  years  in  the  teaching  of  domestic  arts.  Processes  have  been 
taught — how  to  cook,  how  to  sew,  how  to  make  a  hat,  how  to 
launder  a  dress,  and  the  like,  but  if  the  schools  are  to  train  the  girl 


STUDY  OF  HOUSEKEEPING  231 

for  the  business  of  housekeeping,  these  girls  must  be  taught  the 
wise  disbursement  of  income. 

III.      HOUSEKEEPING    IN    THE    HOME     WITH     NO     REGULAR 

EMPLOYEE. 

This  portion  of  the  Survey  concerns  the  housewife  whose  in- 
come does  not  warrant  her  having  a  regularly  employed  helper, 
or  even  an  occasional  one,  and  the  housewife  who  from  choice 
does  her  own  work.  The  problems  of  these  housewives  are  of 
more  vital  concern  to  women  in  general  than  the  problems  of 
the  housewives  whose  means  can  buy  service.  Their  need  is 
great  for  an  intelligent  attitude  toward  household  tasks  and  house- 
hold management  if  the  purpose  of  the  home  is  fulfilled  to  turn 
out  socially  efficient  people. 

Aim.  The  Survey  attempts  to  approach  the  problem  from 
two  viewpoints :  (1)  The  attempts  made  by  housewives  to  system- 
atize their  tasks  and  household  processes  by  following  a  daily 
and  weekly  routine;  (2)  the  training  of  the  housewife  for  her 
trade  and  her  attitude  of  mind  toward  training  in  vocational 
or  other  classes. 

Scope.  The  scope  of  the  Survey  is  shown  in  the  fact  that  1,110 
schedules  bearing  on  these  questions  were  tabulated.  A  list 
showing  the  range  of  occupations  of  the  heads  of  the  families  has 
already  been  given.  The  homes  visited  are  located  in  all  sections 
of  the  city  and  include  humble  and  even  dependent  homes,  homes 
of  colored  people,  homes  of  the  average  middle-class  family, 
thrifty  and  otherwise,  and  homes  of  means. 

Status  of  homes.  The  financial  status  of  the  families  is  shown 
by  the  number  of  those  who  own  their  own  property,  and  have  a 
supplementary  income.  Homes  are  rented  by  593  families, 
517  own  their  own  homes.  Three  hundred  families  reporting 
do  not  mention  supplementary  income,  288  have  none,  while 
512  add  to  their- family  resources  in  various  ways:  Wife  and  children 
working,  rooms  or  boarders,  rental  property,  gardens,  chickens, 
interest  on  investments,  etc.  The  average  number  in  family  of 
564  families  reporting  is  five,  there  being  744  children  of  school 
age  belonging  to  these  families  in  school,  eighty  at  work,  and  sixty- 
two  in  school  and  at  work.  In  201  families  there  was  an  employed 
worker  who  came  once  a  week,  in  most  instances  to  do  the  laundry, 
while  in  363  families  the  work  was  done  by  the  housewife  and 
members  of  her  family. 


232  INDIANAPOLIS  VOCATIONAL  SURVEY 

Extent  and  kind  of  work  done.  In  the  study  of  housekeeping 
as  an  industry,  it  must  be  borne  in  mind  that  the  element  of  home- 
making,  which  is  an  art,  and  not  an  industry,  is  not  taken  into 
account,  emphasis  being  placed  upon  the  work  actually  done  by 
by  the  housewife  and  her  helpers,  whether  employees  or  members 
of  the  family.  An  attempt  to  present  a  composite  list  of  tasks 
performed  in  a  thousand  and  more  families  of  the  merely  mechan- 
ical movement,  mechanical  because  become  a  habit,  of  preparing 
three  meals  a  day,  washing  dishes  three  times  a  day,  dusting  and 
sweeping  the  rooms  and  chambers,  porches  and  walks,  making  the 
beds  and  airing  linen,  bathing  babies  and  putting  them  to  bed, 
scrubbing  and  mopping,  darning  and  mending,  binding  up  the 
stubbed  toe  and  helping  with  lessons,  would  lead  nowhere,  for  each 
new  housewife  would  present  a  new  duty. 

But  the  point  is  this.  Out  of  chaos  order  must  be  brought. 
Housekeeping  is  bound  by  tradition  as  no  other  occupation  is. 
Instinct,  it  has  been  believed,  guides  the  home-making  housewife 
as  instinct  guides  the  bird  to  build  its  nest.  That  instinct  has 
been  allowed  to  guide  the  housekeeping  in  many  Indianapolis 
homes,  and,  that  instinct  as  a  guide  has  proved  a  failure  is  evident 
from  the  information  on  many  of  the  schedules.  Some  of  the 
housewives,  it  is  true,  seem  content  to  laugh  off  the  chaotic  con- 
ditions prevailing  in  their  homes.  It  is,  however,  a  most  hopeful 
sign  that  the  majority  of  schedules  give  information  that  leads 
one  to  believe  that  there  is  a  well-defined  movement  toward 
method  and  system  as  applied  to  household  tasks  in  carrying  out 
both  the  daily  and  weekly  routine. 

It  has  developed  from  the  schedules  that  in  families  where 
there  is  a  division  of  the  work  the  better  system  prevails.  A 
housewife  in  the  average  family  of  five  can  not  do  all  the  work  of 
the  home  and  be  regarded  otherwise  than  as  a  household  drudge 
who  neglects  her  duties  as  wife  and  mother.  Many  of  the  sched- 
ules show  that  while  the  housewife  is  the  manager  and  directs 
the  work,  each  child  has  its  appointed  tasks  as  well  as  the  head 
of  the  house. 

Two  schedules  are  presented  to  show  the  nature  of  many  others 
secured.  No  effort  was  made  to  select  the  best.  The  family 
for  which  the  first  schedule  is  given  consists  of  a  mother,  father, 
and  a  child  one-year  old.  The  mother  is  a  college  graduate,  and 
though  she  regrets  that  she  had  no  domestic  science  in  the  schools, 
through  reading  and  observation  she  has  become  a  good  manager. 


STUDY  OF  HOUSEKEEPING  233 

SCHEDULE  1. 

Dress  and  feed  baby. 

Prepare  breakfast. 

Wash  dishes. 

Fix  baby  bottles  for  twenty-four  hours. 

Do  baby's  washing. 

Care    for    dining   and   living   rooms    (on   Friday   special 

cleaning). 

Iron  every  two  weeks,  several  hours  each  day. 
Feed  baby  at  ten  o'clock. 
Do  upstairs  work,  taking  baby  along. 
10:30  to  11:15,  rest  and  recreation;  practice  on  piano. 
Baby  plays  in  kiddie  koop. 
Bathe  baby  at  11:15  and  put  her  to  bed. 
Prepare  lunch  for  self  and  husband. 
Wash  dishes. 
Dress  and  feed  baby. 
Dress  for  afternoon. 
2:30  to  5:30,  rest  and  recreation;  sew;  make  calls;  do  fancy 

work;  attend  club. 

5:30  give  baby  her  supper  and  put  her  to  bed. 
Get  dinner,  wash  dishes,  and  start  breakfast. 
Read  and  visit  until  bedtime. 

Another  interesting  schedule  is  the  following:  The  family 
numbers  six,  the  two  daughters  are  in  high  school,  and  the  boy 
in  the  grades.  As  in  the  case  of  the  housewife  reporting  the  other 
schedule,  there  is  financial  necessity  for  careful  management 

SCHEDULE  2. 
Get  up  6:15. 

Has  breakfast  for  six  at  6:45. 
Serves  breakfast  to  blind  mother  in  bed. 
Washes  dishes. 
Straightens  up  downstairs. 
Works  in  yard  and  garden  in  summer,  or  sews.     Makes  all 

clothes  for  self,  daughters  and  son.     Makes  all  suits, 

coats,  and  hats. 
Gets  lunch  for  three. 
Washes  dishes. 

Rests,  lying  down  and  napping  one-half  hour  per  day. 
Dresses  for  afternoon. 


234  INDIANAPOLIS  VOCATIONAL  SURVEY 

Does  hand  sewing  or  crocheting. 

Goes  to  grocery  at  four  o'clock. 

Gets  dinner  ready  for  6:30. 

Takes  walk  every  evening  after  dinner. 

Reads,  crochets,  or  visits. 

Each  day  has  its  special  duties.  A  laundress  comes  on 
Thursday,  the  mother  and  daughters  iron  on  Friday. 
Has  an  allowance  for  groceries,  gas,  light,  laundry, 
water,  and  is  able  to  save  out  of  the  allowance. 

At  the  conclusion  of  this  particular  study  will  be  found  a 
table  showing  what  children  are  doing  to  help  their  mothers  in 
the  home.  It  is  only  to  be  regretted  that  more  mothers  do  not 
recognize  the  vocational  value  of  the  training  that  children 
might  receive  in  the  home,  even  if  quarreling  over  dishwashing, 
as  one  mother  put  it,  was  the  reason  why  she  abandoned  any  plan 
of  having  the  children  help. 

Systematization,  these  housewives  are  showing,  must  be  the 
keynote  of  the  efficient  home  of  the  future.  The  modern  homes 
are  conveniently  arranged,  women  are  having  man-planned 
kitchen  equipment,  sinks,  tables,  lights,  etc.,  arranged  to  fit 
their  conveniences,  labor-saving  devices  are  making  tasks  less 
physically  exacting,  the  laundry  is  being  sent  more  and  more  out 
of  the  house,  as  laundries  improve  their  methods  of  guarding 
against  loss  and  wear  and  tear  in  garments. 

System  often  fails  in  families  because  of  the  numerous  inter- 
ruptions common  in  all,  due  to  telephone,  peddlers,  agents,  and 
sometimes  to  inconsiderate  neighbors  who  make  a  practice  of 
"running  in"  at  all  hours.  There  is  a  danger  in  the  home  in  over- 
systematization,  such  as  in  not  found  in  the  shop  or  factory. 
That  is,  to  make  the  system  so  iron-bound  that  it  masters  the 
maker  instead  of  serving  her,  and  defeats  the  purpose  of  the  well- 
ordered  home  in  contributing  to  the  efficiency,  happiness  and 
contentment  of  the  family. 

Training  of  wife  for  duties  prior  to  and  during  management  of 
home.  The  answer  to  the  questions  which  dealt  with  this  phrase 
of  the  study  emphasize  the  need  for  better  opportunities  for  train- 
ing in  the  problems  of  housekeeping.  More  than  three-fifths 
stated  that  they  had  received  little  or  no  training  in  the  duties 
of  housekeeping  before  they  assumed  the  management  of  the 
home,  about  one-fifth  had  been  trained  to  a  certain  extent  by  their 


STUDY  OF  HOUSEKEEPING  235 

mothers,  and  the  other  one-fifth  were  trained  in  domestic  service 
and  special  schools. 

After  assuming  management  of  the  home  more  than 
one-fourth  had  tried  to  makeup  for  the  lack  of  prior  training  by  read- 
ing magazines  and  books  and  attending  lectures  on  related  sub- 
jects, one-half  had  attended  vocational  courses  in  night  or  day 
schools,  and  others  had  taken  advantage  of  other  opportunities 
to  gain  the  necessary  knowledge. 

Need  of  better  preparation.  The  women  of  the  homes  visited 
during  the  Survey  were  practically  unanimous  in  declaring  the 
need  of  better  training  and  a  majority  of  them  stated  the  subject 
or  subjects  in  which  they  most  needed  it.  Cooking,  dietetics 
and  balanced  menus;  sewing;  household  management;  budget- 
ing; household  accounting;  care  of  the  diet  for  children  were 
mentioned  in  the  order  named. 

In  the  study  of  the  employed  worker  in  the  home,  attention 
was  called  to  the  great  interest  manifested  by  both  employer 
and  the  employee  in  cooking  and  the  related  subjects.  Schedule 
II  further  developed  the  fact  that  the  matter  of  budgeting  the 
expenditure  of  the  income  is  beginning  to  vitally  interest  the  house- 
wives. From  comments  in  the  schedules  it  is  clearly  evident 
that  the  housewives  are  seeking  information  as  to  the  apportion- 
ment of  income.  Much  interest  was  manifested  in  the  lectures 
given  by  a  lecturer  whose  business  is  making  propanganda  for 
the  introduction  of  a  budgeting  sj^stem,  but  the  criticism  was 
heard  repeatedly  in  some  districts  of  the  city  that  her  entire  lecture 
dealt  with  an  income  far  above  that  of  any  in  her  audience  and 
so  lost  in  helpfulness. 

Interest  in  short  courses.  Two  hundred  one  housewives  said 
that  they  would  attend  short  courses  if  such  could  be  arranged 
in  their  vicinity.  This  seems  to  show  the  interest  taken  in  proper 
preparation  for  work  in  the  home,  and  the  desire  for  greater 
efficiency  on  the  part  of  those  who  have  the  work  to  do. 

Training  of  girls  in  school.  The  253  mothers  reporting  chil- 
dren in  school  state  that  140  of  their  girls  are  taking  sewing  and 
108  cooking.  Although  much  of  this  is  required  in  the  grade 
schools  the  interest  in  the  work  is  very  good.  As  the.  work  grows 
more  and  more  practical,  and  the  value  of  such  luncheons  as  have 
been  recently  given  in  the  schools  here  is  realized,  the  children 
calculated  not  only  the  outlay  in  money,  but  the  value  of  the  food 
in  terms  of  nutrition,  and  the  knowledge  carried  into  the  homes 


236  INDIANAPOLIS  VOCATIONAL  SURVEY 

of  the  children,  mothers  will  welcome  this  training  for  housekeep- 
ing. 

Training  of  children  in  home.  In  the  majority  of  the  253  homes 
reporting  children  both  boys  and  girls  receive  training  in  house- 
hold duties  or  have  specified  tasks  to  do  about  the  house.  The 
boys  help  with  housework,  wash  dishes,  care  for  own  rooms, 
carry  fuel,  help  wash  and  even  to  cook  and  sew,  and  the  girls 
are  trained  to  cook,  sew,  wash  dishes,  do  general  housework, 
care  for  room,  help  with  laundry,  mend,  dust,  and  care  for 
children. 

The  home  duties  of  school  children.  Schedules  were  given  to 
representative  locality  groups  of  fourth,  fifth,  sixth,  seventh  and 
eighth-grade  pupils,  and  who  were  asked  to  write,  on  the  back  of 
the  questionnaire,  their  share  in  the  work  of  the  home.  No 
definite  questions  were  asked  and  no  directions  as  to  the  listing  of 
activities  were  given  to  children.  The  information  was  given 
without  any  attempt  being  made  to  guide  them  in  their  answers. 
There  were  600  questionnaires  filled  out.  The  information  thus 
secured  was  charted,  and  the  duties  classified  by  grades  in  school, 
and  boys  and  girls.  The  list  is  accumulative,  the  fourth-grade 
activities  being  supplemented  by  the  additional  duties  taken  on 
by  the  children  in  the  succeeding  grades. 

It  is  noticeable  that  certain  duties  are  general  for  children  of 
certain  ages  in  all  localities.  Yet  there  are  many  instances  where 
girls  nine  years'  old  are  the  little  mothers  in  their  homes  and  in- 
vested with  responsibility  of  housekeeping,  caring  for  younger 
children,  and  buying  and  preparing  the  meals.  Cases  of  this  kind, 
although  exceptions  to  the  general  rule,  are  very  frequent  in  some 
localities.  The  parents  are  workers  away  from  home  and  thus, 
very  easily,  the  care  of  the  home  falls  on  the  oldest  child.  In 
sections  boys  share  alike  with  the  girls  in  home  duties  and  clean, 
market,  cook,  mend,  darn,  and  launder  for  the  family  and  care 
for  the  younger  children. 

As  boys  reach  the  fifth  year  in  school,  they  do  not  assume  the 
variety  of  home  duties  that  the  girls  do.  This  is  possibly  due  to 
the  fact  that  in  this  grade  boys  take  newspaper  routes,  sell  extras, 
or  do  other  work  which  allows  them  less  time  at  home  before  and 
after  school  hours. 


STUDY  OF  HOUSEKEEPING  237 

Present  Home  Duties  of  School  Pupils    (as    Shown  by  the  Voluntary 
Returns  on  600  Schedules). 

Bois  (287).  GIRLS  (313). 

FOURTH   GRADE. 

Bring  in  fuel,  empty  ashes.  Wash  and  dry  dishes. 

Run  errands.  Set  table. 

Wash  and  dry  dishes.  Make  own  bed. 

Care  of  yard  and  garden.  Take  care  of  baby. 

Bring  in  water.  Go  errands. 

Tending  chickens.  Mop  floors. 

Play  with  younger  children.  Keep  own  room  tidy. 

Make  own  bed.  Sweep  and  dust. 

Help  with  cooking.  Sew  buttons  on  clothes. 

Darn  stockings. 

Help  wash  clothes. 

Comb  own  hair. 

Take  care  of  pets. 

FIFTH    GRADE    ADDITIONAL    DUTIES. 

Sweep  and  dust.  Feed  chickens;  gather  eggs. 

Beat  rugs.  Sweep  and  scrub  porch. 

Set  table.  Get  breakfast  and  supper. 

Clean  walks  and  porches.  Take  own  bath. 

Iron  clothes. 

Bring  in  fuel. 

Wash  own  hair. 

SIXTH    GRADE    ADDITIONAL    DUTIES.  • 

Help  clean  house.  Clean  own  room. 

Shovel  snow.  Wash  windows. 

Wash  windows  Scrub  porches. 

Dress  little  brother.  Mop  kitchen. 

Sew  buttons  on  own  clothes.          Hem  towels. 

Help  prepare  meals. 

Rake  the  yard. 


2.;s  INDIANAPOLIS  VOCATIONAL  SURVEY 

SEVENTH    GRADE    ADDITIONAL    DUTIES. 

Put  up  clothesline.  Cook. 

Set  tubs.  Sprinkle  lawn. 

Look  after  furnace.  Buy  own  clothes. 

Cook.  Marketing. 

Clean  own  room.  Polish  floors. 

Help  with  laundry.  Dress  younger  children. 

Blacken  stove.  Cut  grass. 

Scrub  floors. 

EIGHTH    GRADE    ADDITIONAL    DUTIES. 

Go  to  market  on  Saturday.  Help  with  Saturday  cleaning. 

Clean  kitchen.  Help  with  sewing. 

Shine  shoes  of  family.  Make  own  aprons  and  common 

Clean  bathroom,  pantry  and  sink.          clothes. 

Help  with  laundry. 

Bake  bread  and  rolls. 

Press    father's    and    brother's 
suits. 

IV.  THE  EMPLOYED  WORKER  IN  THE  HOME. 

The  material  used  in  the  following  report  was  secured  from 
250  Schedules  III  by  personal  interview  with  the  employee.  It, 
in  a  measure,  checks  up  the  information  received  from  the  em- 
ployer on  Schedule  I. 

Nationality  of  the  employee.  The  nationality  of  the  worker 
was  given  in  245  cases.  Of  these  123  were  white  workers  and  122 
colored.  Of  the  white  workers,  fifty-five  were  American,  thirty- 
five  German,  fourteen  Irish,  ten  English,  with  Austria,  Holland, 
Sweden,  Norway  and  Hungary  represented  by  one  or  two  each. 

Duration  of  employment.  Supporting  the  statement  elsewhere 
in  the  Report  that  the  workers  do  not  change  occupations  often, 
the  tabulation  of  duration  of  employment  gives  some  remarkable 
figures.  Fifteen  of  the  251  schedules  affording  information  show 
an  employment  of  less  than  one  year;  forty-five  more  than  one 
year  and  less  than  four  years;  ninety-nine  from  four  to  ten  years 
inclusive;  and  ninety-two  more  than  eleven  years.  The  average 
length  of  service  is  slightly  more  than  ten  years.  This  is  a  wonder- 
ful record,  especially  if  considered  from  the  standpoint  of  the 
popular  idea  of  the  employed  worker  in  the  home. 


STUDY  OF  HOUSEKEEPING  239 

Number  of  positions  held.  The  stability  of  service  is  again 
brought  out  by  the  number  of  positions  held.  Considering  the 
average  duration  of  service  given  in  the  preceding  paragraph, 
and  the  fact  that  145  of  the  198  reporting  on  this  question  have 
had  five  or  fewer  places,  105  of  these  three  or  fewer,  the  question 
of  the  stability  of  household  employees  is  much  more  easily 
settled  than  the  newspaper  cartoons  and  magazine  jokes 
would  have  people  believe.  The  matter  is  rather  one  of  sufficient 
economic  reward,  of  proper  treatment  in  the  home,  and  of  right 
understanding  between  employer  and  employee.  The  number  of 
those  who  have  had  six  or  more  positions  is  modified  somewhat 
because  the  employees  were  day  workers  and  would  probably 
have  relatively  more  positions  than  resident  workers: 

Age  on  entering  occupation.  One  hundred  and  forty-six 
white  and  colored  employees  entered  upon  household  service  at 
the  age  of  eighteen  or  below,  while  eighty-four  entered  it  at 
nineteen  and  above.  It  is  evident  that  the  greater  part  of  the 
training  was  obtained  on  the  job,  and  the  first  two  or  three  years 
served  as  a  sort  of  apprenticeship  for  the  work. 

Training  for  housekeeping.  The  returns  on  the  250  schedules 
show  that  more  than  one-third  had  no  training  before  accepting 
positions;  about  one-fifth  had  training  in  school,  and  the  rest 
received  whatever  training  they  had  at  home.  The  age  of  many 
on  entering  the  occupation  shows  that  they  had  had  no  time  for 
training  since  entering  the  work,  but  twenty-three  of  the  250 
have  taken  school  training  along  the  lines  of  their  daily  work. 

Need  of  further  training.  The  statement  that  less  than  one- 
fifth  of  the  workers  had  taken  any  school  training  since  entering 
the  occupation  does  not  show  that  the  majority  of  the  workers 
do  not  feel  the  need  of  such  courses.  Over  one-half  of  them 
state  that  they  need  further  training  in  cooking  and  sewing, 
meal  planning,  food  values,  and  marketing,  and  would  take  advan- 
tage of  such  courses  of  opportunity  were  given.  Household 
management,  sewing  and  cleaning  are  mentioned  by  a  sufficient 
number  to  make  the  suggestions  valuable. 

Opportunity  to  take  those  courses  was  the  topic  of  the  next 
question,  "If  your  employer  would  allow  you  two  hours  per  week 
and  regular  time  off,  would  you  take  courses  in  part-time  schools 
and  prepare  yourself  for  promotion  and  higher  wage?"  One 
hundred  forty-seven  stated  that  they  would. 

Liking  for  their  work.  The  information  obtained  bears  out  the 
statement  in  the  study  of  the  same ,  question  on  Schedule  I, 


240  INDIANAPOLIS  VOCATIONAL  SURVEY 

where  seventy-five  per  cent  of  the  employees  express  themselves 
as  liking  their  work  and  not  desiring  a  change.  Of  239  replying 
on  Schedule  III,  220  express  a  liking  for  this  work,  while  nineteen 
do  not. 

Opportunity  for  establishing  vocational  courses.  As  shown  in 
the  study  of  the  employed  worker  in  the  home  from  the  view- 
point of  the  employer,  employers  are  ready  to  encourage  the 
workers  to  take  such  courses  by  allowing  time  off,  and  in  some 
instances  paying  carfare  and  extra  wage  for  increased  efficiency. 
Since  the  employees  are  practically  unanimous  in  their  desire  to 
take  courses,  and  the  employers  almost  as  unanimous  in  their 
willingness  to  encourage  them,  it  would  seem  that  an  effort  to 
get  these  courses  under  way  would  be  well  worth  while. 

Is  training  for  this  work  worth  while1?  If  the  workers  in  any 
occupation  have  no  lasting  interest  in  the  occupation,  or  intend  to 
change  it  for  some  other  utterly  foreign  to  their  training,  any 
effort  at  vocational  education  would  be  misplaced  and  should 
not  be  considered.  The  popular  opinion  may  be  that  this  is  true 
of  wage-earning  occupations  in  the  home,  but  the  tabulations 
in  this  study  show  that  the  majority  of  workers  have  entered  the 
work  with  the  purpose  of  continuing  in  it,  and  the  answers  to  the 
questions  in  Schedule  III  show  that  220  of  the  239  reporting  like 
their  work  and  do  not  propose  to  change. 

V.  THE  EMPLOYED  WORKER  IN  THE  HOME  FROM    THE 
POINT  OF  VIEW  OF  THE  EMOLOYER. 

An  attempt  has  been  made  to  approach  the  problem  from  five 
different  viewpoints.  (1)  General  facts  relative  to  the  employer's 
home.  (2)  Special  facts  relative  to  worker  and  job.  (3)  Re- 
quirements of  the  position.  (4)  The  training  of  the  employee. 
(5)  General  facts  relative  to  employee. 

Information  on  302  schedules  was  given  concerning  322  em- 
ployed workers.  The  data  secured  was  in  the  main  to  the  point 
and  revealed  the  fact  that  housewives  are  giving  intelligent 
thought  to  the  management  of  their  homes,  and  that  the  undefined 
and  uncertain  relation  existing  traditionally  between  employer 
and  employee  is  yielding  to  the  better  understanding  of  what 
should  constitute  service  in  the  home,  and  to  the  gradual  standard- 
ization of  hours  off,  wage,  accommodations  and  privileges. 

Facts  relative  to  the  employer's  home.  The  financial  status  of 
the  employer  may  not  be  without  its  influence  on  the  problem  of 


STUDY  OP  HOUSEKEEPING  241 

the  employed  worker  in  the  home.  It  requires  only  a  most 
casual  consideration  of  certain  ideal  budgets  put  out  by  expert 
budgeters,  and  a  comparison  of  the  budget  as  it  takes  shape  in 
practice,  to  show  that  the  presence  of  a  regular  helper  in  the  home 
is  dependent  upon  a  rather  generous  income.  If  the  ideal  budget 
apportioned  for  $2,500  allows  $375  for  operating  expenses,  that 
is,  wages  for  helpers,  fuel,  light,  water,  household  equipment,  etc." 
when  all  but  wages  is  deducted,  the  sum  left  for  securing  domestic 
service  is  limited.  The  occupation  of  the  head  of  the  house  in 
the  case  of  the  302  families  scheduled  would  lead  to  the  con- 
clusion that  the  homes  under  consideration  have  an  income  on  a 
scale  large  enough  so  that,  if  the  average  income  could  be  obtained, 
the  information  might  be  useful  in  determining  the  question. 
On  what  income,  barring  absolute  necessity,  as  is  met  with  in 
sickness  or  some  unusual  condition,  when  sacrifices  have  to  be 
made,  a  family  is  justified  in  having  an  employed  worker  in  the 
home?  The  occupation  of  the  head  of  the  house,  as  per  schedules, 
embraces  business  men,  bankers,  merchants,  manufacturers, 
real  estate  men,  salesmen,  insurance  and  professional  men, 
surgeons,  physicians,  dentists,  lawyers,  etc.  It  is  clearly  evident 
that  in  the  large  majority  of  the  302  families,  there  was  an  em- 
ployee in  the  home  because  a  certain  standard  of  living  was  to 
be  maintained  in  harmony  with  the  procession  or  occupation 
of  the  head  of  the  house,  or  that  the  mistress  sought  for  herself 
leisure  for  a  wider  range  of  activities  as  expressed  in  social, 
philanthropic,  religious,  educational  and  family  life,  or  that  she 
was  self-confessedly  inefficient  in  many  lines  of  household  duties. 
The  average  number  belonging  to  these  families  is  small.  For 
286  of  the  302  families  answering  the  average  number  in  the 
family  is  four.  There  were  only  four  invalids  and  in  few  cases 
were  there  very  young  children  though  312  children  under  18 
are  reported  for  the  entire  group.  In  three  families  there  were 
six  children  in  each;  in  three,  five  children  in  each.  The  point  is 
that,  in  very  few  instances,  if  the  family  income  could  not  have 
warranted  it,  would  there  have  been  the  necessity  for  the  employed 
worker,  which  in  a  sense  places  the  household  employee  among  the 
luxuries. 

Preference  for  white  or  colored  employees.  The  preference  for 
white  or  colored  help  seems  almost  equally  divided  and  the  reasons 
given  in  the  main  equally  applicable  to  either  white  or  colored 
worker.  The  white  worker  is  more  often  desired  because  she 
is  on  the  whole  more  intelligent  and  manifests  the  qualities  that 

6647—16 


242  INDIANAPOLIS  VOCATIONAL  SURVEY 

should  go  with  intelligence.  She  is  "more  reliable,"  "cleaner," 
"more  trustworthy,"  and  oftentimes  more  desirable  because  of 
the  place  she  is  to  occupy  in  the  family  life  and  for  the  association 
with  the  smaller  children.  The  colored  worker  is  preferred  for 
qualities  that  manifest  themselves  in  temperament.  She  is 
"willing  to  take  orders,"  "does  not  resent  suggestions, "" can  be 
commended,"  "has  more  the  attitude  of  the  servant,"  "is  brought 
up  to  work  and  does  not  expect  more  privileges  than  the  position 
warrants."  The  social  problem  is  also  mentioned  as  a  considera- 
tion which,  in  the  case  of  the  colored  worker,  solves  itself,  though 
in  the  case  of  the  white  worker  it  is  not  apparent  from  the  replies 
that  a  social  problem  is  involved,  some  splendid  mistresses  telling 
how  they  work  side  by  side  with  their  helpers.  Of  287  em- 
ployees, 114  are  resident  white  workers,  sixty-seven  are  resident 
colored  workers,  twenty-two  are  day  or  special  white  workers, 
and  eighty-four  day  or  special  colored  workers. 

Preference  for  trained  or  untrained  employees.  Much  more 
certainty  obtains  as  to  the  preference  for  a  trained  worker. 
Two  hundred  and  five  employers  prefer  trained  workers.  Their 
reasons  are  sound  and  offer  the  best  argument  for  the  training  of 
workers  for  the  home.  "I  pay  high  wages  and  want  skilled  help. " 
"  I  consider  my  time  too  valuable  to  pay  out  money  and  teach  them 
too."  "I  pay  for  efficient  service."  "Experience  gives  better 
service."  "An  untrained  servant  demands  too  much  attention." 
"Experienced  servants  know  what  to  do  and  there  is  no  time  wasted . ' ' 
"The  untrained  have  no  background. "  In  a  number  of  cases  the 
mistress  frankly  acknowledges  her  inability  to  train  her  helpers. 
The  chief  argument  for  the  untrained  beginner  is  that  "she  can 
be  trained  to  do  my  way,"  and  one  mistress  sagely  remarks 
"when  mentally  able  to  grasp  training,  I  find  the  untrained  more 
willing  and  sure." 

Incompetency  on  the  part  of  the  employee  needs  to  give  place 
to  efficiency  as  the  employer  herself  arrives  at  a  fuller  understand- 
ing of  all  branches  of  household  duties.  Many  women  are  still 
bound  by  housekeeping  traditions.  This  fact  is  likewise  true  of 
the  employed  worker.  Efficiency  in  the  mistress  commands  the 
respect  of  her  employee. 

Methods  of  securing  employees.  The  chief  mediums  through 
which  the  employers  secure  workers  are,  in  the  order  of  their 
importance  as  noted  from  the  schedules,  the  newspaper  advertise- 
ment; recommendation  of  friends;  the  employment  agency;  and 
in  personal  inquiry  among  former  employees  and  others.  Since 


STUDY  OF  HOUSEKEEPING  243 

approximately  fifty  per  cent  of  the  workers  are  obtained  through 
newspaper  advertisements  and  employment  agencies,  the  two 
media  to  which  the  public  has  easy  access,  there  is  given  elsewhere 
in  this  Report  a  brief  study  of  the  advertisements  for  household 
employees  for  one  year,  and  also  of  the  employment  agencies  in 
Indianapolis. 

Wages  paid  not  governed  by  special  privileges.  Insofar  as 
special  privileges  do  not  enter  into  the  wages  paid  in  household 
service,  the  work  of  the  household  employees  approach  importance 
as  a  wage-earning  occupation.  The  prevailing  wage  ranges  from 
$5.00  to  $7.00  per  week.  One  hundred  and  three  employers  were 
quite  emphatic  in  their  assertion  that  they  did  not  allow  the 
matter  of  privileges  to  enter  into  the  wage  paid,  and  made  no 
deduction  for  accommodations  in  the  home.  "I  never  allow 
special  considerations  to  employee  to  lessen  wages."  "Good 
room,  board  same  as  family,  and  free  time  when  work  is  finished, 
but  do  not  consider  that  in  wages,"  "I  never  deduct  for  special 
privileges,  so  in  turn  any  favor  I  ask  is  done  willingly."  "No 
privileges  enter  into  the  wage,  a  strictly  monetary  agreement," 
are  a  few  of  the  expressions  used  which  show  the  attitude  of  the 
employer.  On  the  other  hand  one  employer  says,  "I  take  for 
granted  that  the  comfortable  room  and  the  good  food  they  have 
would  cost  at  least  $5.00  if  they  had  to  board-out." 

The  privileges  and  special  accommodations  allowed  are  not 
insignificant.  The  former  is  more  fully  treated  under  time  off 
for  recreation.  The  resident  workers  in  the  homes  have,  among 
the  accommodations  mentioned  in  individual  cases,  comfortable 
rooms  well  furnished,  provisions  made  for  entertaining  guests, 
extra  pay  for  extra  services,  use  of  sewing  machine,  reading 
matter,  extra  help  in  cleaning,  free. time  when  work  is  finished,  a 
week's  vacation  with  pay. 

Phases  of  position  that  make  it  in  any  way  unusual.  The  em- 
ployees in  no  two  homes  have  exactly  the  same  tasks  nor  work 
under  similar  conditions.  The  fact  that  their  duties  are  not 
standardized  and  scheduled  lies  at  the  basis  of  the  seeihing  unpopu- 
larity of  household  service.  Housewives,  in  recognition  of  this 
fact,  realizing  that  the  efficiency  of  their  workers  demands 
consideration  when  hours  are  unusual  or  work  heavy,  seek  under 
these  unusual  conditions  to  recompense  them  in  some  way.  This 
is  more  often  done  by  extra  wages,  by  extra  time  off,  by  gifts  and 
by  assistance  rendered  by  the  employer  or  by  an  additional  worker. 
Many  housewives  referred  to  their  modern  well-arranged  and  well- 


244  INDIANAPOLIS  VOCATIONAL  SURVEY 

equipped  homes  as  being  a  great  factor  in  favor  of  the  worker's 
efficiency  and  contentment  as  a  worker.  It  is  interesting  to  note 
the  attitude  of  the  employee  toward  the  modern  electrical  labor- 
saving  devices  as  expressed  by  their  employers.  "As  a  rule  they 
prefer  the  old  way"  is  one  reply.  The  reason  lies  in  the  training. 
It  is  generally  noted  that  women  in  the  home  are  the  most  con- 
servative of  all  persons  in  adopting  up-to-date  equipment.  It  is 
easy  to  understand  that  employees  need  training  in  order  to  grasp 
the  advantages  derived  from  their  use. 

The  following  quotations  are  not  untypical  of  what  women 
are  doing  to  offset  unusual  conditions  that  arise. 

"Systematic  arrangement  of  work  and  division  of  labor. 
Mutual  helpfulness  and  consideration  on  both  sides."  "No 
children  in  home,  few  guests,  additional  help  employed  when 
needed.  Extra  pay  given  for  extra  services."  "Allowed  to  go 
as  soon  as  work  planned  is  done. "  "  Number  of  hours  of  employ- 
ment the  greatest  attraction  for  the  worker  in  my  home.  A 
large  increase  in  wages  no  temptation."  "Bonus  system  offered, 
but  not  taken  advantage  of  through  lack  of  ambition  and  ability." 
"Advise  her  about  her  clothes." 

Courses  desired  by  employers  for  themselves  and  for  their  em- 
ployees. The  schedules  reveal  the  same  need  and  desire  for 
additional  training  as  was  shown  on  the  "household  measure- 
ments" questionnaire.  Two  hundred  and  sixty-two  employers 
suggest  courses  for  themselves;  138  suggest  courses  for  their 
employees.  The  emphasis  in  both  groups  of  suggested  courses 
is  placed  upon  cooking  and  the  attendant  courses;  the  balanced 
menu,  food  values  and  marketing.  That  the  employer  is  begin- 
ning to  attach  much  importance  to  the  proper  preparation  of  the 
proper  sort  of  food  for  her  family  is  evident  when  135  employers 
out  of  302  desire  courses  in  cooking  for  them.  There  is  also 
manifest  a  keen  interest  in  budgeting  and  household  management, 
the  latter  for  both  employer  and  employee,  budgeting  on  which 
depends  the  wise  disbursement  of  income,  management  on  which 
depends  the  wise  expenditure  of  energy  and  strength. 

Encouragement  to  employees  to  take  courses.  Courses  for  train- 
ing in  household  arts  desired  for  363  employers  and  employees 
indicate  the  need  for  such  training  and  point  the  way  to  the  kind 
of  vocational  classes  that  will  tend  to  increase  efficiency.  How 
seriously  employers  are  regarding  this  one  aid  to  the  solution  of 
household  problems  is  evident  when  210  employers  declare  their 
willingness  to  encourage  their  employees  to  take  school  courses. 


STUDY  OF  HOUSEKEEPING 


245 


Seventy-four  employers  are  ready  to  .increase  their  employees 
wage  for  increased  efficiency.  One  hundred  nineteen  others  will 
give  time  off  to  attend  classes,  a  number  are  even  ready  to  pay 
tuition  and  carfare,  and  grant  freedom  to  employee  to  practice 
what  she  learns  in  the  home. 

Specific  Facts  Relative  to  Worker  and  Job. 

Position,  day,  resident  or  special.  On  Table  1  the  workers  are 
classified  as  resident,  special  and  day-workers,  by  kind  of  work  and 
by  color.  The  relatively  equal  numbers  of  white  and  colored 
employees  is  interesting.  The  preference  in  the  case  of  resident 
workers  seems  to  be  in  favor  of  the  white  worker.  The  day  and 
special  worker  is  generally  colored.  The  table  indicates  that  in 
the  majority  of  homes  the  laundry  work  is  included  in  the  service 
expected,  though  it  is  clearly  evident  from  the  schedules  them- 
selves that  extra  help  is  secured  to  assist  with  the  laundry.  In 
the  case  of  day-workers,  provision  is  generally  made  for  carfare 
and  meals  are  given. 

Table    1.     Two  Hundred  Ninety-Seven  Workers  Classified  by  Resi- 
dence.     Special  and  Day — by  Kind  of  Work  and  by  Color. 


Workers 

Of  All  Types 

Resident 

Day  and  Special 

DUTIES 

Total 

White 

Col- 

Total 

White 

Col- 

Total 

White 

Col- 

ored 

ored 

ored 

Total  

297 

132 

165 

186 

110 

76 

110 

22 

89 

General  housework 

with  laundry  .  .  . 

160 

88 

72 

115 

82 

33 

45 

6 

39 

General  housework, 

not   including 

laundry   .    . 

92 

29 

63 

55 

20 

35 

37 

9 

28 

Cook.  .  .  . 

11 

7 

4 

9 

6 

3 

2 

1 

1 

Cleaning  and  care 

of  house  

11 

6 

5 

2 

1 

1 

9 

5 

4 

Nurse  

2 

1 

1 

2 

1 

1 

Laundry  

14 

14 

14 

14 

Seamstress  

1 

1 

1 

1 

Chauffeur  

3 

3 

2 

2 

1 

1 

Houseman  

3 

3 

1 

1 

2 

2 

246  INDIANAPOLIS  VOCATIONAL  SURVEY 

What  does  the  worker  do?  In  the  modern  factory  or  shop  the 
duties  of  the  workman  are  so  standardized  that  the  day's  work  is 
accomplished  without  loss  of  time  or  waste  of  energy.  An 
efficiency  expert  has  prepared  a  schedule  of  work  that  can  be 
carried  out  like  clockwork.  When  the  whistle  blows  the  worker 
lays  aside  his  tools,  rolls  down  his  sleeves,  puts  on  coat  and  hat 
and  leaves  his  place  of  work  to  begin  his  leisure  with  the  belief 
that  the  work  could  not  have  been  better  done  by  anyone.  In 
the  home  the  houseworker,  whether  mother  or  employed  worker, 
faces  not  only  an  appalling  number  of  tasks  to  be  performed  but 
also  the  insistency  of  "do  this"  and  "do  that"  from  those  whom 
she  serves.  There  can  not  be  perfect  standardization  in  the  home 
where  one  pair  of  hands  does  all  the  work  without  the  best  possible 
thought  in  "dovetailing"  work  in  between  the  demands  on  time 
made  by  others.  Yet,  standardization  must  form  the  basis  of  the 
solution  of  the  difficulties  besetting  the  housekeeper,  if  she  her- 
self is  to  work  efficiently,  or  if  she  is  to  be  able  to  keep  her  em- 
ployees contented  and  efficient. 

Industry  is  beginning  to  recognize  that  it  is  not  fair  to  any 
worker  to  keep  him  on  a  job  that  does  not  offer  him  an  opportunity 
to  increase  his  efficiency.  The  housewife  who  has  not  seized  in 
her  home  the  opportunity  to  exercise  her  power  of  organization 
and  standardization  has  not  been  alive  to  her  possibilities  as  a 
home  maker,  and  if  she  has  not  given  for  her  employees  this 
same  thought  to  put  them  in  a  position  to  grow  constantly  in 
efficiency,  she  is  side-stepping  the  issue  that  should  make  of  the 
home  plant  a  model  industry  in  minature. 

The  duties  of  the  employee  in  the  home  seem,  in  the  minds  of 
many  employers,  limited  to  housework  with  laundry  or  house- 
work without  laundry.  The  indefiniteness  of  the  term  "house- 
work" precludes  any  positive  statement  of  the  factors  that 
constitute  it.  It  may  mean  any  combination  of  the  following  tasks 
or  it  may  mean  all  of  them:  Cooking  three  meals  a  day  with  its 
attendant  duties;  cleaning  the  living  room  and  dining  rooms  daily; 
caring  for  the  silver  and  the  furnace;  canning  and  preserving; 
dusting;  washing  dishes;  tending  baby,  day  or  night;  planning 
meals;  purchasing  food;  baking  bread;  answering  telephone  or 
doorbell;  making  beds  and  sweeping,  etc.  This  list  of  duties  was 
taken  from  the  schedules  under  consideration  as  they  occurred, 
no  one  schedule  of  course  naming  all  as  tasks  required. 

A  most  hopeful  fact,  however,  presented  by  the  302  schedules, 
is  that  there  is  being  made  a  consistent  attempt  by  many  to  arrange 


STUDY  OF  HOUSEKEEPING  247 

a  schedule  of  duties  for  the  daily  routine  and  for  the  weekly 
routine  and  for  time  off.  Where  there  was  a  well-defined  under- 
standing as  to  the  work  done  in  the  home,  there  was  usually  the 
comment  made,  in  considering  the  question  of  special  phases  of  the 
work  that  make  the  position  unusual,  that  the  place  was  an  easy 
one.  It  was  further  noted  that  the  employee  had  been  in  the 
position  from  two  to  five  years  and  longer. 

As  indicative  of  what  the  employed  worker  does  in  individual 
homes,  the  following  statements  are  given  as  they  appeared  on  the 
schedules:  (1)  All  cooking  and  baking;  serving  all  meals;  answer 
doorbell  and  telephone;  order  from  grocery  and  meat  shop;  help 
with  children;  care  for  them  when  mistress  is  away;  employee  a 
fine  cook;  in  the  position  two  years.  (2)  Does  cooking;  ordering 
provisions;  sweeping;  cares  for  children;  waits  on  table;  dusts; 
washes  and  irons.  This  for  a  family  of  four,  two  children,  5  to  9 
years  of  age.  Has  been  in  position  four  years.  Colored. 
(3)  Sweeps;  dusts,  keeps  porches  clean;  shakes  down  furnace 
every  morning;  washes  windows;  bakes  bread  once  each  week; 
does  regular  routine  of  daily  work  of  preparing  and  cooking  meals; 
and  dishwashing.  Two  years  in  position.  White.  (4)  Washing; 
ironing;  sweeping;  bakes  bread  and  cake;  cans  fruit;  cooks  meals 
(except  Sunday);  does  dishes;  part  of  household  mending;  plans 
many  meals;  looks  after  youngest  child  and  aged  grandmother. 
Has  been  three  years  in  position,  has  every  evening  off  and  from 
1:00  p.  m.  on  Saturday  to  9:00  a.  m.  Monday. 

Some  employers  are  realizing  the  advantages  to  be  gained 
from  planning  with  their  employee  and  working  with  her.  Noth- 
ing so  encourages  an  employee  as  to  see  her  employer  ready  to 
share  any  task  she  may  have  to  do.  Quite  an  ideal  condition 
prevails  in  the  home  represented  by  schedule.  (5)  We  work 
together,  side  by  side  in  all  the  tasks  to  be  done,  although  she  can 
do  any  part  of  the  work.  I  am  strong  and  love  to  do  housework, 
so  prefer  to  work  with  her.  She  serves  our  meals  very  simply, 
but  nicely.  She  does  all  the  weekly  cleaning,  but  for  heavy 
cleaning  I  have  extra  help.  This  employee  has  been  in  her  posi- 
tion five  years,  has  splendid  living  accommodations  and  a  weekly 
wage  of  $6.50. 

Phases  of  job  best  and  least  prepared  to  do.  The  emphasis  in 
the  discussion  of  the  work  of  the  household  employee  seems  placed 
upon  cooking.  The  waste  in  the  home  generally  comes  from  the 
kitchen  and  housekeepers  are  beginning  to  realize  this  vitally. 
Cooking  is  desired  as  a  course  by  120  employers  and  employees. 


248  INDIANAPOLIS  VOCATIONAL  SURVEY 

Sixty-six  employers  complain  that  their  employee  is  least  able  to 
do  cooking.  Of  289  answering  the  first  part  of  the  question, 
117  are  best  prepared  to  do  cooking,  and  101  housework.  The 
modern  housewife  is  looking  well  to  her  kitchen  and  the  question 
might  be  raised  whether  the  younger  housekeeper  who  has  her 
helpers  is  not  giving  her  own  time,  especially  to  the  preparation 
of  food  and  leaving  what  is  generally  designated  as  housework 
to  her  assistant. 

Requirements — Mental,  Physical  and  Personal. 

That  the  employee  in  the  home  is  no  longer  the  household 
drudge  with  uncertain  requirements  is  evident.  Her  employer 
is  demanding  certain  qualities  with  such  insistency  that  it  can  be 
said  that  they  are  standard.  Cleanliness,  neatness,  orderliness, 
cheerfulness,  amiability,  love  of  children,  good  appearance, 
initiative  to  carry  out  orders  and  to  meet  emergencies,  freedom 
from  disease,  health  and  strength  are  desired.  It  seems  worth 
while  to  quote  directly  a  few  employers.  (1)  I  can  have  no  one 
with  habitual  coughs  and  sore  throat.  The  maid  is  requested  to 
bathe  daily  and  change  her  clothes  daily.  I  provide  her  under- 
wear. (2)  A  sense  of  order  and  system,  alertness,  power  of 
concentration,  adaptability,  health  and  strength.  (3)  Perception 
keen  enough  to  see  things  to  be  done  without  being  told  every- 
thing and  just  how  to  do  it.  (4)  Ability  to  follow  directions,  go 
ahead,  meet  emergencies,  dependability,  strength,  health,  neat- 
ness, and  cleanliness.  (5)  Aptness,  good  memory,  reasonable 
health  and  unimpaired  faculties.  Neatness  and  cleanliness, 
honesty,  soft  voice  and  a  reasonably  good  disposition. 

It  is  a  conclusion  easily  arrived  at  that  as  the  interest  in 
household  problems  is  genuinely  aroused  and*  the  housewife  gives 
serious  thought  to  her  function  in  the  home  and  sets  higher 
standards  for  herself,  she  is  looking  for  higher  qualifications  in 
those  who  work  with  her. 

Training  of  Employee. 

Training  prior  to  present  position  and  training  in  present  posi- 
tion. Tables  22  and  23  visualize  for  the  reader  quite  plainly  the 
training  the  employee  received  before  entering  the  occupation  and 
the  special  training  received  after  entering  the  present  position 
in  school  and  from  her  employer.  The  best  argument  for  a  house- 
keeping school  lies  in  the  fact  that  only  twenty-two  out  of  257 


STUDY  OF  HOUSEKEEPING  249 

received  any  special  preparation  for  their  work  before  entering 
upon  it.  Some  received  training  in  their  homes  as  helpers  to 
their  mothers,  and  some  were  trained  later  by  their  employer. 
That  there  is  a  demand  for  such  training  is  further  evident  from 
the  fact  that  139  are  receiving  instruction  from  their  present 
employer,  who  is  obliged,  under  the  existing  lack  of  agencies  to 
prepare  the  worker  for  the  job,  to  train  her  for  her  duties. 

Shortcomings  of  employees.  In  discussing  the  phases  of  the 
job  for  which  workers  are  best  prepared,  cooking  is  mentioned  in 
about  one-half  the  instances  with  housework  a  close  second,  and 
laundry  work  mentioned  third.  The  fact  that  cooking  is  most 
emphasized  is  again  indicative  of  the  trend  toward  a  demand  for 
greater  culinary  skill.  General  housekeeping  may  be  learned  on 
the  job  and  the  requirements  will  probably  differ  with  each 
position  held. 

General  Facts  Relative  to  Employees. 

Obtaining  employment.  The  employee  in  the  home  secures  her 
positions  largely  through  friends  and  advertising  in  the  news- 
papers. The  employment  agencies  do  not  seem  to  be  instrumental 
in  placing  workers  in  homes.  The  interest  manifested,  however, 
in  the  Federal  Free  Employment  Agency  since  its  establishment 
a  few  months  ago,  may,  however,  become  an  instrument  for  plac- 
ing workers  as  well  as  an  instrument  for  encouraging  and  securing 
training  for  the  worker. 

Status  of  workers  and  economic  conditions.  In  the  study  of 
economic  conditions  of  the  employed  worker,  the  tabulation  of 
302  employees  show  that  182  are  single,  ninety-one  married, 
twenty-seven  widowed  and  two  do  not  reply.  This  tabulation 
has  perhaps  little  value  except  that  it  might  indicate  that  the 
married  woman  and  the  widow  with  the  experience  obtained  in 
her  own  home  finds  employment  for  which  she  is  best  fitted  in 
domestic  service. 

Necessity  is  the  reason  given  by  the  largest  group  for  entering 
household  service,  but  since  it  is  necessity  that  leads  most  people 
into  wage-earning,  other  reasons  given  are  more  to  the  point. 
Special  training  is  assigned  as  the  reason  by  fifty-nine  workers, 
aptitude  and  liking  by  sixty-two  and  recommendation  of  home 
folks  and  friends  by  eighteen.  That  these  are  the  real  reasons  is 
borne  out  by  the  question  of  change  of  occupation  to  which  ap- 
proximately seventy-five  per  cent  of  those  answering  replied  that 


250  INDIANAPOLIS  VOCATIONAL  SURVEY 

they  had  no  desire  to  change.  One  hundred  ten  say  they  like  the 
work;  find  it  profitable  and  pleasant;  are  too  old  to  change;  or 
are  unfitted  for  any  other  occupation.  Fifty  do  desire  a  change — 
to  teach  school;  to  work  in  a  store;  to  have  shorter  hours;  lighter 
work  and  Sundays. 

It  seems  that  housework  as  an  occupation  needs  no  defense. 
As  increasing  numbers  of  young  women  in  special  schools  and 
colleges  are  majoring  in  housekeeping  subjects  and  are  bringing 
their  knowledge  as  well  as  the  work  of  their  hands  to  the  solution 
of  housekeeping  problems  in  their  own  homes,  the  employed 
worker  in  the  home,  under  the  stimulus  received  from  the  trained 
employer,  will  assume  her  proper  status  among  the  wage-earners 
of  all  occupations. 

Approximately  one-half  the  household  employees  scheduled 
have  come  from  other  places,  quite  often  the  small  town.  They 
have  come  for  better  wages,  for  a  change,  with  relatives,  looking 
for  work,  with  employer  and  to  go  to  school.  In  many  cases  it  is 
evident  the  experience  in  wage-earning  occupations  had  been 
limited  to  household  work.  The  young  woman  who  comes  to  the 
city  without  family  or  relatives  is  not  economically  able  to  afford 
to  take  the  small  wage  usually  offered  beginners  in  other  occupa- 
tions, and  pay  room  rent  and  board,  and  so  accepts  a  position  in  a 
home  where  she  can  get  a  better  wage  for  housework  than  in  the 
home  town. 

Wage-earners  whose  parents  live  in  the  city  usually  seek  such 
work,  it  is  true,  which  permits  them  to  remain  at  home  at  night  and 
gives  them  somewhat  more  leisure. 

Time  off.  Among  the  things  mentioned  in  the  popular  cry 
against  doing  wage-earning  housework  is  the  little  time  allowed 
for  recreation  and  self-improvement.  This  is  a  matter  for 
adjustment,  and  it  seems  from  the  attitude  of  the  employers  whose 
homes  were  visited  that  the  difficulty  of  remedying  the  trouble 
would  not  be  great.  Eighty-three  per  cent  of  the  employees  who 
answered  this  question  have  two  or  more  afternoons  per  week  to 
themselves,  besides  in  some  cases  time  for  rest  each  day  and  every 
other  Sunday.  This  approximates  a  standardization. 

To  the  matter  of  time-allowance  is  closely  linked  the  use  of 
this  time.  The  replies  show  that  it  is  used  in  getting  fresh  air  or 
outdoor  exercises,  reading,  music,  sewing,  shopping,  at  church, 
Y.  W.  C.  A.  or  school.  The  tables  show  quite  clearly  that  little 
of  the  time  is  spent  to  ill  advantage. 


STUDY  OF  HOUSEKEEPING  251 

VI.     SPECIAL  AGENCIES    CONCERNED    WITH    THE    PROBLEMS 
OF    HOUSEKEEPING. 

The  library.  Chief  among  the  agencies  which  have  to  do  with 
the  further  training  of  the  women  already  at  work  in  the  occupa- 
tions of  the  home,  and  which  bring  new  solutions  of  problems 
new  and  old  before  this  group  of  workers,  is  the  library.  Although 
the  list  of  books  on  subjects  relative  to  housekeeping  in  the 
Indianapolis  Library  is  not  long,  much  valuable  information  is 
contained  in  them.  The  problem  of  getting  them  into  the  homes 
is  the  greatest  difficulty.  Several  methods  might  be  pursued 
but  unless  more  publicity  and  easier  access  to  the  books  through 
neighborhood  distributing  centers  is  possible,  the  range  of  the 
library  is  limited. 

When  the  library  occupies  its  permanent  home  in  the  beautiful 
structure  which  is  nearing  completion,  it  is  planned  to  enlarge  its 
usefulness  in  all  department^.  No  doubt  the  department  of 
home  economics  will  receive  its  due  share  of  attention  and  all  the 
best  books  and  periodicals  on  home-keeping  problems  will  be  made 
available  as  rapidly  as  they  appear. 

Colleges  and  universities.  The  public  needs  to  realize,  in  a 
much  larger  way,  the  fact  that  within  the  last  ten  years  the  col- 
leges and  universities  have  raised  the  standard  of  the  various 
phases  of  training  for  household  efficiency  until  at  the  present 
time  hundreds  of  young  women  are  being  graduated  in  these 
courses  and  going  out  as  lecturers  and  teachers  of  household 
economics,  or  marrying,  taking  their  scientific  knowledge  into 
their  own  homes.  These  young  women  have  done  much  to  make 
people  realize  the  honor  and  dignity  of  household  work. 

The  interest  in  the  problems  concerning  the  home  has  grown  so 
rapidly  that  many  special  and  private  agencies  have  been  stimu- 
lated to  use  their  natural  outlets  to  commercialize  this  interest 
as  it  were,  while  at  the  same  time  they  impart  much  helpful  in- 
formation. 

Influence  of  newspaper.  Magazines  devoted  to  woman's 
work  in  the  home  reach  but  a  small  per  cent  of  the  home-makers. 
The  daily  papers,  however,  go  into  most  homes,  and  in  propor- 
tion as  the  articles  and  recipes  they  publish  pertaining  to  the 
home  are  timely  and  seasonal,  they  are  valuable  in  helping  the 
housewife  with  her  problems.  The  influence  of  a  daily  short 
story  showing  how  housewives  must  seek  to  accommodate  the 
income  in  wages  to  the  increased  expenditure  for  food,  by  learning 


252  INDIANAPOLIS  VOCATIONAL  SURVEY 

how  to  substitute  foods  of  equal  nutritive  value  for  those  which 
economic  conditions  make  prohibitive,  can  not  fail  to  work. 

The  newspaper  is  able  to  do  very  effective  work  through  the 
publication  of  articles  that  appear  from  time  to  time  discussing 
such  topics  as:  "Health  and  happiness;"  "food  and  economic 
conditions;"-  "practical  suggestions  for  home  furnishings; 
"interesting  facts  from  science  and  life;"  "suggestions  on  hygienic 
dress  for  women  and  children."  Through  the  columns  of  the 
daily  papers  the  housewife  may  acquaint  herself  with  the  Indian- 
apolis produce  quotations,  which  are  corrected  daily  by  the 
Board  of  Trade.  Knowing  the  quotations  on  eggs,  poultry, 
butter,  cream,  cheese,  vegetables,  fruits,  etc.,  she  is  better  pre- 
pared to  budget  her  expenditures  intelligently  for  such  com- 
modities. 

Gas  company.  A  local  gas  company  sends  out  a  demonstrator 
to  instruct  the  housewife  in  the  use  of  her  range.  This  demon- 
strator makes  suggestions  for  cooking  with  gas.  She  shows  the 
housewife  how  to  operate  the  stove  and  explains  the  danger  of 
explosion.  She  also  shows  the  housewife  how  to  remove  the 
burners  and  keep  them  free  from  grease,  dust  and  dirt.  Free 
literature  on  the  heating  and  lighting  of  homes  and  receipes  for 
cookery  are  conveniently  placed  in  the  company's  office. 

Electrical  company.  The  electrical  companies  distribute  cir- 
culars and  pamphlets  relative  to  electrical  equipment  for  the 
home.  Demonstrators  are  sent  out  to  instruct  purchasers  in  the 
use  of  electrical  appliances.  Model  rooms  in  the  establishments 
very  effectively  exhibit  proper  lighting  effects  and  the  advantages 
of  electrical  heating  and  labor-saving  devices. 

Department  stores.  Department  stores,  through  their  demon- 
strations and  displays,  make  another  appeal  for  the  attention  and 
instruction  of  the  housewife.  A  food  exhibit  will  not  only  show 
the  preparation  and  serving  of  food,  but,  by  means  of  lectures, 
circulars  or  pamphlets  give  the  housewife  a  very  clear  conception 
of  the  possibilities  and  various  uses  of  the  food  demonstrated. 
Model  rooms  are  open  to  inspection  and  persons  in  charge  are 
pleased  to  discuss  the  furnishings  and  make  suggestions  regard- 
ing the  use  of  articles  in  different  settings,  etc.  Free  classes  in 
sewing,  crocheting,  decorating,  etc.,  are  open  to  the  public. 
Lectures  on  "thrift,"  "budgeting,"  "dress,"  "food  and  feeding," 
are  open  to  store  patrons  and  the  general  public  from  time  to 
time.  Model  kitchens  are  fitted  up  with  gas  and  electrical 
equipment.  The  chef  in  charge  many  times  actually  prepares 
foods — as  he  explains  the  use  of  the  equipment  exhibited. 


STUDY  OF  HOUSEKEEPING  253 

Insurance  company.  An  insurance  company  publishes  a  free 
magazine  containing  such  articles  as  "school  children  and  their 
needs,"  "Johnnie's  shoes"  (calling  attention  to  the  possibility 
of  contracting  colds  from  wet  shoes),  "just  flies"  (pointing  out 
the  danger  of  the  fly  as  a  transmitter  of  disease).  Booklets  and 
circulars  are  distributed  in  the  office.  A  booklet  on  "milk" 
tells  all  about  milk  and  gives  standards  of  health  for  cattle  and 
employees,  standards  for  clean  barns  and  clean  food  for  cattle, 
standards  for  clean  handling,  standards  for  pasteurization  and 
prompt  delivery,  standard  grading  and  labeling,  standard  chemi- 
cal tests,  standard  bacterial  tests. 

In  connection  with  this  company  a  visiting-nurse  service  is 
maintained.  Its  primary  object  is  to  care  for  its  policyholders 
ill  enough  to  require  the  attendance  of  a  physician  and  to  restore 
them  to  health  and  working  efficiency.  Incidentally  the  nurse 
nstructs  the  policyholder  in  the  principles  of  sanitation  and 
hygiene.  The  visiting  nurse  remains  in  the  home  from  fifteen 
minutes  to  an  hour,  or  long  enough  to  carry  out  the  treatment 
prescribed  by  the  physician.  A  booklet  on  "the  child  "  gives  brief 
but  definite  information  about  the  child  from  the  period  of 
incubation  to  the  third  year  of  its  growth.  A  chapter,  "prepara- 
tion for  the  baby,"  suggests  the  proper  care  of  the  mother,  the 
cleanliness  of  the  home  in  which  the  baby  is  to  live,  and  advises 
as  to  the  sunshine,  fresh  air,  work,  exercise,  rest  and  dress  which 
expectant  mothers  should  have.  Optional  lists  of  baby's  and 
mother's  needs  are  given.  Another  chapter  outlines  the  attention 
and  care  to  be  given  baby's  growth,  eyes,  ears  and  nose,  sleep, 
bath,  clothing,  exercise  and  feeding.  Feeding  tables  showing  the 
hours  for  feeding,  nursing  or  bottle-fed  babies  and  the  prepara- 
tion of  baby's  food  are  treated  in  the  same  chapter.  In  the 
chapter  "the  runabout  baby,"  or  the  baby  from  one  to  two  and  a 
half  years,  the  baby's  general  needs,  diet,  and  food  preparation 
are  outlined.  Directions  for  living  and  sleeping  in  the  open  air  are 
given  in  another  booklet  distributed  by  the  insurance  company. 
These  directions  are  published  to  help  persons  carry  out  the  open- 
air  treatment  for  tuberculosis  in  their  own  homes.  Many  families 
are  unable  to  make  any  great  change  in  their  mode  of  living  and 
can  not  afford  to  fit  up  porches  and  buy  extra  bedding  or  warmer 
clothing.  A  number  of  suggestions  given  in  the  booklet  are  very 
simple  and  inexpensive  and  will  help  those  who  would  like  to  use 
what  they  have  at  hand  in  making  an  outfit  for  outdoor  life. 


254  INDIANAPOLIS  VOCATIONAL  SURVEY 


VII.  ADVERTISEMENTS  OF  EMPLOYERS  AND  EMPLOYEES. 

A  study  of  advertisements  was  made  in  the  columns  of  two 
leading  newspapers  to  ascertain  facts  relative  to  the  character- 
istics, frequency  and  advantages  of  advertisement  for  help  and 
situations  in  personal  and  domestic  service.  Type  days  for 
each  of  the  fifty-two  weeks  of  the  year — December,  1915,  to 
December,  1916 — were  taken;  the  ads  counted  and  classified. 

It  was  found  that  during  April  and  October  the  demand  for 
workers  was  greater  than  in  other  months  of  the  year.  The 
greatest  demand  for  help  was  made  in  April,  the  time  when 
employers  who  spend  the  summer  away  from  the  city  are  in  most 
need  of  employees  to  take  with  them  or  to  look  after  their  city 
homes  during  family  absence.  At  this  time  the  requests  for 
situations  were  fewer  than  at  other  times.  During  the  months 
of  July,  August  and  September  the  demand  for  workers  and 
requests  for  situations  were  fewer.  During  October  the  number 
of  requests  for  help  and  applications  for  work  tended  markedly 
toward  an  increase  and  in  November,  December  and  January  the 
number  of  situations  wanted  and  help  wanted  fell  off. 

Tabulation  of  the  results  of  the  advertisement  investigation 
brought  to  notice  the  very  small  proportion  of  male  domestic 
and  personal-service  workers  in  demand.  About  six  per  cent  of 
the  requests  for  workers  were  for  male  employees,  while  about 
ten  per  cent  of  the  applications  for  work  were  from  men.  On 
the  other  hand  ninety  per  cent  of  situations  wanted  were  from 
females  and  ninety-four  per  cent  of  the  requests  were  for  female 
help. 


STUDY  OF  HOUSEKEEPING 


255 


Table    1.      Advertisements    in    Daily    Papers,    "Help    Wanted"    and 

"Situation  Wanted,"   From  December,   1915,   to  December, 

1916,  Classified  by  Sex  and  Month  of  Appearance. 


DATE 

Situation  Wanted 

Help  Wanted 

Total 

Male 

Female 

Total 

Male 

Female 

Total  

1,846 

171 
185 
151 
141 
194 
140 
140 
145 
78 
93 
226 
182 

184 

11 
17 
12 
26 
29 
13 
27 
9 
4 
9 
11 
16 

1,662 

160 
168 
139 
115 
165 
127 
113 
136 
74 
84 
215 
166 

2,907 

182 
303 
214 
232 
403 
278 
247 
268 
120 
109 
323 
228 

170 

16 
22 
6 
22 
24 
15 
20 
6 
2 
9 
16 
12 

2,737 

166 
281 
208 
210 
379 
163 
227 
262 
118 
100 
307 
216 

December    . 

January  

February  

March  

April  

May  

June  

July  

August  

September  

October  

November  

Types  of  advertisements.  Brevity  seemed  to  be  the  first  thought 
of  the  usual  advertiser  and  in  most  cases  the  character  of  work, 
hours  of  service  and  wage  offered  were  deferred  until  answer  by 
personal  interview  or  telephone  call  could  be  arranged.  The 
following  quotations  are  examples  of  the  usual  requests  for  help: 
"Girls  at  once  for  housework;"  " Houseman,  first  class;"  "House- 
keeper for  widower's  home;"  "Cook,  catholic,  white,  wages  $5;" 
"Cook,  fry,  white  $45."  The  usual  requests  for  situations  are  as 
follows:  "Day  work  for  German  woman;"  "Educated  young 
French  lady  wants  position;"  "Small  washings  to  bring  home;" 

"General  housework — Phone ;"  "Experienced  lady  wants 

to  do  shopping  for  other  people.  Address;"  "Cook,  competent, 
$7  per  week.  Call—  — ;"  "Houseman;"  Short-order  cook, 
experienced." 

The  above  applications  for  employees  and  employment  make 
it  necessary  to  examine  many  persons  before  the  right  party  is 
secured.  However,  the  descriptive  or  unusual  advertisement  is 
occasionally  found  and  the  quotations  following  bear  evidence  of 
the  possible  advantages  of  good  advertising:  "Girl,  white, 
experienced,  for  general  housework;  family  three  adults;  good 
home  for  right  party;"  "Housegirl  for  day  work;  prefer  someone 
living  on  Ben  Hur  line  as  place  is  at  Speedway;  no  washing; 


256  INDIANAPOLIS  VOCATIONAL  SURVEY 

three  in  family;  good  wages,  and  will  pay  carfare;"  "Cook  with 
excellent  city  reference,  must  go  home  nights;  wages  $6.  Must 
be  able  to  go  north  with  family  for  summer;"  "Child's,  nurse, 
native  French,  can  speak  some  English;  experienced;  settled,  can 
give  good  references;"  "Cooking  or  general;  no  laundry;  plain 
cook;  will  look  after  children  at  night;"  "Housekeeper,  middle- 
aged,  refined,  Christian  widow,  with  little  girl.  Bachelor  or 
widower's  home  preferred.  At  head  of  house  twenty-five  years. 
All  home  comforts  a  consideration  in  salary.  Best  references 
given  and  required;"  "Washings  to  bring  home;  linens  and  laces 
a  specialty,  soft  water  used." 

Findings  from  the  Survey  show  that  the  newspaper  advertise- 
ment is  the  chief  means  of  securing  help  and  situations  in  personal 
and  domestic  service.  Thus  it  seems  worth  while  to  change  the 
wording  of  advertisements  from  the  brief  statement  which  so 
often  makes  the  examination  of  many  applicants  necessary  to  the 
descriptive  statement  which  will  give  the  qualifications  and  re- 
quirements of  the  worker  for  the  particular  job.  It  is  the  opinion 
of  the  persons  interviewed  on  this  matter  that  the  results  obtained 
from  a  descriptive  advertisement  more  than  pay  for  the  extra 
time  and  expense. 

VIII.  EMPLOYMENT  BUREAUS  FOR  HOUSEHOLD  EMPLOYEES. 

By  legal  enactment  there  exist  in  Indianapolis  four  distinct 
classes  of  employment  agencies:  The  licensed  agency,  the 
Free  Public  Employment  Bureau,  the  permit-agency  and  the 
private  employment  agency. 

Legal  provisions.  The  following  excerpts  from  the  law  creat- 
ing employment  bureaus  relate  to  organization,  fees  and  reports 
to  the  chief  of  the  bureau  of  statistics. 

Licensed  agency.  "No  person,  firm,  or  corporation  shall  in 
this  State  open,  operate  or  maintain  an  employment  agency 
without  first  obtaining  a  license  for  the  same  from  the  chief  of  the 
bureau  of  statistics.  A  fee  of  twenty-five  dollars  ($25.00)  shall 
be  paid  annually  for  each  license.  Every  licensed  agency  shall 
keep  a  register  of  all  persons  applying  for  employment,  together 
with  their  names,  address,  age,  nativity,  sex,  color,  trade,  occupa- 
tion or  profession;  also  names  and  addresses  of  persons,  firms  and 
corporations  to  whom  applicant  has  been  referred  and  the  posi- 
tions which  have  been  secured  for  such  applicants.  Such  agency 
shall  also  keep  a  register  of  every  person,  firm  or  corporation 
applying  for  help  or  servants,  the  names  of  all  persons  referred 


STUDY  OF  HOUSEKEEPING  257 

to  them  and  the  results.  All  of  this  information  shall  be  reported 
on  the  first  day  of  each  month  to  the  chief  of  the  bureau  of 
statistics."  "Where  a  registration  fee  is  charged  for  filing  or 
receiving  applications  for  employment,  said  fee  shall  in  no  case 
exceed  ten  per  cent  (10%)  of  the  first  month's  wages  or  portion 
thereof. " 

The  Federal  Free  Employment  Bureau.  "All  fees  received  by 
said  chief  of  the  bureau  of  statistics  under  this  act  shall  be  held 
by  said  chief  and  shall  constitute  a  fund  for  the  carrying  out  of  the 
provisions  of  this  act,  and  to  maintain  a  free  public  employment 
bureau  in  the  office  of  the  said  chief  of  the  bureau  of  statistics." 

Permit.  "Regularly  established  education  institutions,  re- 
ligious, labor,  charitable  and  benevolent  organizations  and  depart- 
ments or  bureaus  maintained  by  persons,  firms  or  corporations 
or  associations,  for  the  purpose  of  obtaining  help  for  themselves 
or  employment  for  their  members,  for  which  no  fee  or  compensa- 
tion is  charged  or  received,  directly  or  indirectly,  shall  be  exempt 
from  the  payment  of  a  license  fee,  but  all  such  persons,  firms  or 
corporations,  departments  and  associations  shall,  before  being 
authorized  to  conduct  such  employment  agency  or  department, 
secure  a  permit  from  the  chief  of  the  bureau  of  statistics  by 
filing  with  him  an  application  giving  such  information  as  he  may 
require." 

Private  employment  agency.  "Private  employment  agency" 
is  defined  and  interpreted  to  mean  any  person,  firm  or  corpora- 
tion who  shall  furnish  employment  or  help,  or  who  shall  display 
any  employment  card,  sign,  bulletin  or  other  advertisement  or 
who,  through  any  card,  sign,  circular,  pamphlet  or  other  medium 
or  advertisement  shall  offer  employment  or  help." 


6647—17 


258 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table    2 — Under     the    Above    Enactments    the    Following    Classified 
List  of  Employment  Agencies  Has  Been   Made: 


Name  of  Agency 

Classification 

Positions  Secured  for 
Workers 

Registration 

Reports  Filed  in  1916 

Harry  Clift 

I«e  Labor  Agency 

Licensed  .... 

General  and  special  house- 

For 9  months  in  office  of 

work 

bureau      of    statistics. 

No  yearly  report. 

Worrell's          

Licensed  

Hotel  work,  rarely  home 

work  

Informal.  .  . 

Complete  for  1  year. 

work  

Informal.  .  . 

3  months. 

Indiana  Free  Employ- 

Free   

House  workers  

Formal    .  .  . 

See  biennial  report,  Dept. 

ment  Bureau  

of  Statistics. 

Free 

All  kinds  of  employment 

U.    S.    Dept.    of    Labor 

ment  Agency  

open  to  women  

Immigration  service. 

Planner  Guild 

Permit  

Laundress,  cook,  general 

Formal 

housework        .   .   . 

Permit 

zation      

open  to  women  

Y  W  C  A.  (City) 

Permit 

All  employments  open  to 

Formal 

Y.  W.  C.  A.  (Colored) 

Permit      

All  employments  open  to 

Formal 

women  . 

Formal 

Girls,  Clermont  .... 

women  

dustrial  Home  

Mrs  Beard 

Private      

All  kinds  of  housework 

Informal.  .  . 

Private 

STUDY  OF  HOUSEKEEPING  259 

It  is  clearly  evident  from  the  accompanying  table  that  the  law 
applying  to  the  licensed  agency  relating  to  reporting  information 
about  applicants  on  the  first  of  each  month  is  not  enforced.  This 
fact  has  made  it  impossible  to  get  otherwise  useful  data  from 
them. 

Method  of  application.  There  are  in  Indianapolis  five  licensed, 
two  free,  six  permit  and  two  private  agencies.  The  free  employ- 
ment agencies  and  the  charitable  and  religious  organizations 
or  permit-agencies  require  formal  application  cards  to  be  filed  for 
"positions  wanted"  and  "help  wanted."  The  other  agencies 
have  no  formal  method  of  registration,  merely  recording  name, 
address,  age,  nativity,  sex,  color,  position  secured  and  wages  in  a 
ledger  from  which  the  monthly  reports  should  be  issued  and  sent 
to  the  bureau  of  statistics. 

Placement  of  workers.  The  licensed  agencies  complain  that 
since  the  law  requiring  an  initial  registration  fee  of  $2.00  from 
applicant  has  been  changed  to  ten  per  cent  of  the  first  month's 
wages  or  portion  thereof  the  profits  are  much  reduced  because 
the  majority  of  workers  remain  in  a  position  less  than  a  month. 
The  agencies  placing  help  by  permit  keep  informed  through 
visiting  nurses  about  the  environment  and  life  of  the  workers 
and  the  homes  where  they  are  placed,  and  hence  are  able  to 
place  their  applicants  to  better  advantage.  The  licensed  agencies 
depend  upon  advertisements  in  the  newspapers  for  placing  help. 
Many  of  the  bureaus  require  references  but  do  not  follow  them 
up  and  too  often  recommendations  are  made  on  initial  acquaint- 
ance. Those  that  have  been  in  business  for  many  years  depend 
on  the  reputation  established  with  employer  and  employee. 
They,  however,  keep  no  systematic  records  and  depend  almost 
entirely  on  memory  for  important  details  concerning  the  place- 
ment of  their  applicants. 

One  employment  agency  was  found  which  was  unique  in  its 
management.  It  is  a  combined  emplojnnent  agency,  school  and 
a  home.  Girls  are  trained  for  domestic  service  on  condition  that 
they  use  such  training  in  making  their  living.  The  manager 
visits  the  homes  and  becomes  familiar  with  the  surroundings 
before  she  places  girls  in  them. 

The  Federal  Free  Employment  Bureau,  recently  established, 
can  do  much  by  co-operation  with  employers  to  standardize 
requirements  as  to  wages,  hours  of  employment  and  other  condi- 
tions which  will  have  much  to  do  with  the  future  status  of  wage- 
earners  in  the  home.  Because  of  its  peculiar  position  as  a  Federal 


260  INDIANAPOLIS  VOCATIONAL  SURVEY 

department,  it  may  carry  out  measures  which  local  organiza- 
tions can  not,  although  they  may  do  much  to  assist  in  the  work. 
From  the  Survey,  it  appears  that  there  is  a  very  definite  problem 
to  be  worked  out  through  organizations  of  this  sort,  to  afford 
workers  in  housekeeping  occupations  opportunity  to  secure 
general  training  for  their  work  and  a  sufficient  economic  reward 
for  their  added  efficiency. 

One  of  the  agencies  placing  help  by  permit  has  a  rule  that 
applicants  must  follow-up  positions  recommended  and  failing  to 
do  so  they  are  excluded  from  assistance  by  the  agency  for  thirty 
days.  Other  agencies  merely  require  that  the  applicant  report 
whether  or  not  the  position  was  secured. 

Relation  of  employer  and  employee.  The  attitude  of  the 
majority  of  the  local  employment  agencies  towards  housekeeping 
problems  was  clearly  critical  of  the  employer,  whom  they  feel 
needs  education  more  than  the  worker.  Four  agencies  complained 
that  the  workers  are  underfed.  One  agency  refuses  to  place 
women  workers  because  they  are  always  changing  and  complain- 
ing. Another  recognized  the  advantage  to  the  worker  if  she  were 
trained  and  expressed  a  willingness  to  co-operate  with  any  move- 
ment to  train  workers.  Still  another  had  no  faith  in  any  educa- 
tional system,  criticised  the  teaching  of  home  making  in  the 
public  schools  and  deplored  on  the  whole  the  restless  spirit  of 
women  who  are  occupying  positions  as  managers  of  households. 

Among  some  of  the  disadvantages  of  domestic  service  given, 
to  the  managers  of  the  agencies  by  applicants  were  irregular 
hours,  lack  of  understanding  regarding  work  to  be  done,  in- 
adequately equipped  kitchens,  unattractive  accommodations, 
and  lack  of  sociability  of  mistress.  It  is  interesting  in  this  con- 
nection to  compare  these  Findings  with  the  Findings  in  the  case  of 
250  employed  workers  in  the  home  printed  elsewhere  in  this 
Report.  It  is  clearly  obvious  that  rarely  the  best  workers  apply 
to  the  agencies  for  positions.  They  are  usually  the  unstable, 
those  who  remain,  as  one  licensed  agency  claimed,  in  a  position 
so  short  a  time  that  the  "ten  per  cent  of  a  month's  wages,  or  part 
thereof,"  affect  their  profits  seriously. 

All  bureaus  insist  that  a  better  understanding  on  the  part  of 
the  employer  and  employees  regarding  hours  for  work  and  tasks 
required  will  materially  improve  the  relation  existing  between 
employer  and  employee. 


STUDY  OF  HOUSEKEEPING  261 

VIII.     PUBLIC,  SEMI-PUBLIC  AND  PRIVATE  INSTITUTIONS 
OFFERING  COURSES  IN  HOME  MAKING. 

Manual  Training  High  School.  A  class  in  the  fundamentals 
of  home  planning  was  conducted  in  1915-1916  at  the  Manual 
Training  High  School.  This  course  was  based  upon  the  funda- 
mental principles  which  govern  the  economic  and  artistic  furnish- 
ing of  a  home.  The  problem  was  how  to  obtain  the  greatest 
amount  of  convenience,  comfort  and  beauty  at  the  least  amount 
of  actual  expenditure.  The  course  included  the  study  of  such 
problems  as:  (1)  What  principles  govern  good  taste  in  the  selec- 
tion of  wall  paper  and  draperies;  what  constitutes  good  construc- 
tion and  design  in  furniture;  how  to  choose  floor  coverings, 
pictures,  pottery,  china,  kitchen  utensils,  etc.,  in  short,  all  furnish- 
ings of  the  house  from  the  economic  and  artistic  basis;  (2)  how 
to  arrange  these  furnishings  within  a  given  space  in  a  home  so 
as  to  gain  the  greatest  amount  of  beauty  and  convenience;  and  (3) 
how  to  obtain  harmonious  color  in  a  room. 

In  order  that  there  could  be  a  practical  demonstration  of  these 
principles,  the  work  was  based  upon  a  specific  problem  of  the  dec- 
orating and  furnishing  of  a  workingman's  home  of  four  rooms.  A 
well-known,  influential  business  man  of  this  city,  who  is  interested 
in  art  and  education,  and  especially  in  home  planning,  built  new 
houses  of  four  rooms.  He  also  granted  the  class  the  opportunity 
to  choose  the  wall  paper  and  the  color  of  the  wood  stain  to  be  used 
in  the  house.  A  reliable  furniture  house  gave  the  class  the 
privilege  of  choosing  from  its  stock  all  the  furniture  and  rugs 
which  were  needed  in  furnishing  this  house  modestly  and  in  good 
taste,  and  loaned  everything  desired.  One  of  the  best  department 
stores  loaned  the  class  everything  needed  in  the  way  of  china, 
kitchen  utensils,  brooms,  tubs,  buckets,  etc. 

The  entire  scheme  of  furnishing  was  thoroughly  thought  out 
and  planned  before  any  attempt  was  made  to  put  it  into  execution. 
The  course  was  conducted  with  the  object  of  giving  the  students 
not  only  the  practical  experience  of  furnishing  a  home,  but  also 
an  insight  into  and  a  working  knowledge  of  fundamentals  that  are 
of  permanent  value  in  every  walk  of  life. 

Before  the  problem  of  furnishing  the  house  could  be  definitely 
solved,  the  question  of  division  of  salary  necessary  for  mainte- 
nance of  the  property  was  considered,  as  was  the  practical  and 
economic  function  of  the  woman  in  the  house,  that  is,  the  need 
of  an  intelligent  consumer.  A  study  was  also  made  of  costs  and 
values,  of  the  relation  of  income  to  expenditure,  and  of  what 


262  INDIANAPOLIS  VOCATIONAL  SURVEY 

economy  includes,  its  sources  and  the  sources  of  its  waste.  Each 
member  of  the  class  worked  out  the  actual  living  expenses  for  one 
year  for  a  family  of  four  with  a  $600  salary,  and  made  an  itemized 
account  of  foot!  for  the  family  for  one  year  and  the  necessary 
expenditure  for  clothing  for  each  member  of  the  family  for  the 
year.  The  student  based  her  information  upon  actual  experience 
of  some  one  living  on  that  salary.  Some  whose  income  for  one 
month  correspond  to  this  man's  salary  for  one  year  gained  their 
information  by  making  excursions  to  neighborhood  grocers  and 
butchers  to  learn  from  them  how  much  and  what  the  average 
family  purchased  daily;  and  what  were  the  cheapest  cuts  of  meat 
and  how  much  the  average  family  requires  in  a  year.  One  of  the 
most  thoughtful  accounts  of  expenditures  for  food  and  clothing 
came  from  a  woman  who  said,  "I  have  saved  money  on  $600  a 
year."  Her  food  account  showed  an  excellent  variety  in  food 
and  was  well-balanced  from  the  standpoint  of  nutrition  and 
economy.  She  knew  the  value  of  her  garden.  The  accounts  of 
maintenance,  food,  clothing  were  on  exhibition  with  the  house. 

The  amount  of  money  that  was  to  be  expended  upon  all 
furnishing  was  carefully  estimated  to  be  $150,  an  indebtedness 
which  any  reliable  store  would  carry  under  the  given  circum- 
stances. This  did  not  include  draperies,  table  or  bed  linens. 

The  house  was  on  exhibition  to  the  public  for  a  few  days  and 
was  visited  by  over  one  thousand  persons. 

Public  school  courses.  The  detail  of  the  other  courses  offered 
in  the  Manual  Training  High  School  and  the  other  public  schools 
of  the  city  are  given  in  the  school  report,  and  need  no  further 
discussion  here.  The  course  in  home  planning  was  discussed 
under  this  head  because  of  its  peculiar  adaptation  to  the  problems 
of  the  home  with  the  smaller  income,  in  contrast  to  some  of  the 
efforts  of  this  kind  which  were  discussed  with  the  field  workers  in 
their  visits  to  the  homes. 

The  Girls'  Industrial  School.  This  school  has  taken  the  lead 
in  providing  a  type  of  training  that  had,  at  the  date  of  its  organiza- 
tion in  1889,  not  been  touched  upon  by  the  public  schools.  Its  aim 
has  been  to  provide  free  instruction  in  sewing  for  girls  from  six 
to  fourteen  years  of  age  who  are  unable  to  pay  for  such  instruc- 
tion. With  the  introduction  of  sewing  into  the  public  schools 
its  importance  and  influence  has  not  declined.  Tomlinson  Hall, 
where  the  school  has  been  held  since  its  organization,  having 
become  too  limited  in  its  accommodations,  branches  of  the 
school  have  been  organized  at  the  Fairview  Settlement,  the 


STUDY  OF  HOUSEKEEPING  263 

Herman  Lauter  Memorial  Building,  the  Boys'  Club  and  at 
Bethany  Center.  The  classes  meet  on  Saturday  from  10:00  to 
12:00  a.  m.  from  October  to  June.  There  is  an  endowment  for 
furnishing  materials  and  equipment  and  the  teachers  give  their 
services  free.  Between  800  and  900  girls  are  in  attendance  per 
year.  Each  teacher  is  given  a  group  of  six  and  assumes  the 
responsibility  of  making  personal  visits  to  the  homes  where  she 
often  directs  the  mother  as  to  better  methods  of  living. 

Teachers'  College.  This  college  has  been  instrumental  in  bring-  • 
ing  instruction  in  housekeeping  into  the  homes  of  the  poorer 
class  of  people  through  the  free  kindergarten  centers.  The  free 
kindergartens  are  supported  by  public  money  but  are  under  the 
supervision  of  the  director  of  the  college.  This  work  began  as 
early  as  1887.  When  household  arts,  however,  was  introduced 
into  the  public  schools,  the  efforts  put  forth  in  these  centers  were 
diverted  to  other  fields.  Since  it  later  appeared  to  the  director 
of  the  kindergartens  that  the  schools  did  not  seem  to  reach  the 
homes  where  there  was  the  greatest  need  of  improvement  in 
home  conditions,  the  former  line  of  work  was  resumed.  Free 
instruction  is  provided  in  separate  classes  at  certain  centers  for 
working  girls  and  mothers.  The  mothers  are  brought  to  the 
college  six  times  during  the  year  where  they  are  given  talks  and 
demonstrations  relating  to  home  life. 

The  Planner  Guild.  This  school,  which  is  maintained  by  the 
Christian  church,  offers  free  instruction  in  sewing  and  cooking  to 
colored  girls  from  six  to  fourteen  years  of  age.  The  industrial 
work  is  done  under  the  supervision  of  the  director  of  the  Girls' 
Industrial  School,  but  the  work  is  not  accredited,  since  the  equip- 
ment is  very  meager. 

Private  instruction  in  home  making.  Two  private  schools  offer 
instruction  in  cooking  and  planning  meals.  The  schools  are  held 
in  private  kitchens  which  have  been  equipped  to  meet  the  newest 
laboratory  requirements.  At  the  Teachers'  College  instruction 
in  household  economics  prepares  for  a  State  certificate.  The 
course  includes  instruction  in  cooking  and  sewing,  each  covering 
a  period  of  two  years.  Short  courses  of  six  and  twelve  weeks  are 
also  given.  For  housekeepers  the  college  offers  courses  in  cooking 
and  marketing  and  for  young  society  women  a  course  in  costume 
design. 


264  INDIANAPOLIS  VOCATIONAL  SURVEY 

IX.     HOME  PLANNING. 
A  Study  in  Budgeting. 

FAMILY  OF  FOUR — INCOME  OF  $600. 

/.  Furnishing  home  (not  including  curtains,  bed  and  table  linens  and  sewing 
machine.) 

LIVING  ROOM. 

Couch  and  pad $10.00 

Fumed  oak  rocker 8 . 50 

Willow  arm  chair  (stained  by  the  father) 3 . 65 

Willow  rocker 4.45 

Cane  seated  dining  room  chair 1 . 35 

Table 9.90 

Rag  rug  (7'  x  10') 8.00 

Small  rug  (25"  x  50") 90 


Total $46.75 

BED  ROOM. 

Child's  crib $  7.65 

Mattress  and  springs 3 . 00 

White  iron  bed 4.00 

Springs 4 . 50 

Mattress 4 . 25 

Dresser  (Kayser  grey) 13 . 50 

Chair 1.35 

1  rag  rug  (30"  x  60") 1 .50 


Total $39.75 

DINING  ROOM. 

Drop-leaf  dining  table $3.85 

Four  cane  seated  chairs 5 . 40 

Rag  rug  (6'  x  9') 7.00 

Rug  between  doors  (25"  x  50") ' 90 


Total • $17. 15 

KITCHEN. 

Stove  with  reservoir $23 . 00 

Cabinet  table 7.50 

Chair 75 

Ladder  stool . .  .95 


STUDY  OF  HOUSEKEEPING  265 

A  Study  in  Budgeting — Continued. 

Kitchen  utensils $12.43 

Teakettle $  .25 

Iron  skillet 29 

Four  stewpans 25 

Large  kettle 25 

Steamer  and  pan  (baking) - 25 

Coffeepot 29 

15  piece  cooking  set 1 . 25 

Breadpans  (3  loaves) 29 

2  piepans 14 

Kitchen  spoons 15 

9-piece  knife  set 79 

Potato  masher 10 

Rollingpin 15 

Dishpan 25 

1  copper-bottomed  washboiler 1 .00 

Tub 65 

Washboard 35 

A  set  of  irons 79 

Scrubbing  brush 10 

Broom 50 

Mop 25 

Bucket 25 

Dishes — 

6  cups  and  caucers 72 

6  dinner  plates 90 

6  tea  plates 72 

Platter 25 

Tureen 75 

Side  dish 25 

6  glasses 25 


Total.  .  $44.63 


Total  expenditures $148.28 

II.  Accessories. 

LIVING  ROOM. 

Curtains $0.98 

7  yards  India  linen  @  9c $0.63 

3  ^2  yards  orange  calico  @  lOc 35 

Couch  cover 1 . 50 

Table  cover  (made  by  the  mother) 

DINING  ROOM. 

Curtains $.88 

7  yards  India  linen  @  9c $0 . 63 

3  %  yards  blue  calico  @  7c 25 


266  INDIANAPOLIS  VOCATIONAL  SURVEY 

A  Study  in  Budgeting — Continued. 
KITCHEN. 

Sash  curtains  for  kitchen  and  pantry $0 . 29 

2  yards  cheese  cloth  @  7J^c $0. 15 

2  yards  blue  chambray  for  pantry  shelf 14 

BEDROOM. 

Curtains $0.57 

3%  yards  India  linen  @  9c $0.32 

3}4  yards  rose  calico  @  7c 25 

Home  made  washstand . .  .50 


Total $4.72 

///.  Articles  brought  from  the  mother's  former  home.     (Approximate  values). 

Sewing  machine  (bought  before  marriage  for  the  purpose 

of  making  wedding  garments) $30 . 00 

Bedding — 

Gift  of  4  feather  piUows 5.00 

4  sheets  @  60c 2.40 

4  small  sheets  for  crib  (made  by  mother) 60 

2  pair  cotton  blankets 2 . 00 

1  pair  baby  blankets 1 . 25 

2  comforters  (made  by  mother) 2 . 17 

6  Ib.  of  cotton  @  12^c $0.75 

28  yds  of  calico  @  4c 1 . 12 

Yarn  for  tying 30 

5  pillow  cases 66 

3  pillow  cases  for  crib 21 

Spread 1 . 50 

Spread  for  crib 

Dresser  scarf 25 

6  towels  @  15c 90 

Table  linen — 

3 — 1 H  yds.  white  mercerized  cotton  @  39c 1 . 76 

12  napkins  @  8$c 1 .00 

Kitchen  linen — 

6  hand  towels 75 

6  tea  towels 75 

IV.  Class  problem. 

How  can  this  $1,250  investment  be  maintained  on  $600.00  salary? 
What  are  the  actual  living  expenses  for  one  year  for  a  family  of  four 

with  a  $600  salary? 
Itemized  accounts  were  prepared  of  the  following: 

1.  Actual  living  expenses. 

2.  Food. 

3.  Clothing. 


STUDY  OF  HOUSEKEEPING  267 

A  Study  in  Budgeting — Continued. 

a.  Yearly  budget. 

Income $600.00 

Food 200.00 

(According  to  an  estimate  of  Russell  Sage 
Foundation  Report,  $290.00  would  be  spent 
for  food.) 

Cheapest  cuts  of  meat 9-12  3^c 

Average  American  eats  172  Ibs.  a  year. 

4  persons— 688  Ibs.  @  lOc 68.00 

Fuel 25.00 

(Estimate  by  stove  company.) 

Payment  on  property 180 . 00 

Taxes 13.00 

Insurance  on  property 1 . 50 

Payment  on  furniture 78 . 00 

Clothing 50.00 

Light 6.00 

Miscellaneous . .  46 . 50 


Total $600.00 

b.  Yearly  budget. 

Food $196.99 

Clothing 97.08 

Payment  on  house 96 . 00 

Fuel  (10  tons,  summer  prices) 30.00 

Taxes 14.00 

Insurance  (adults  @  25c;  children  @  lOc) 36.40 

Fire  insurance 4 . 80 

Carfare  (father  works  near  home) 3 . 00 

Furniture  @  $1.50  per  week 78.00 

Pleasures 5 . 00 

Sundries . .  5 . 00 


Total $572.27 

Balance..  27.73 


Grand  total $600.00 

c.  Yearly  budget. 

Payment  on  house $  96 . 00 

Food  (groceries  and  meat) 200 . 00 

Clothing  (man,  $30;  boy,  $15;  woman,  $30;  girl,  $15)     90.00 

Coal,  10  tons  @  $3.50,  summer  price 35.00 

Electricity 6.00 

Taxes 12.00 

Poll  tax..  2.00 


268  INDIANAPOLIS  VOCATIONAL  SURVEY 

A  Study  in  Budgeting — Continued. 

Payment  on  furniture $78 . 00 

Daily  newspaper 5 .00 

Insurance  (adults  @  lOc;  chidren  @  5c) 15 . 60 

Chickens  (12  hens  @  75c;  1  rooster  @  $1) 10.00 

Garden  seed 3 . 00 

Hoe,    rake,    spade,    hatchet,    hammer    and    saw 

(second  hand) 3 . 40 

Books 10.00 

Benevolence 3 . 00 

Carfare 15.00 

Incidentals  (doctor,  medicine,  wire  for  poultry)..  16.00 


Total $600.00 

Itemized  food  accounts, 
a. 
Meat,  1  or  2  Ibs.  @  lOc  or  15c  a  lb.,  4  days  a  week.$  62.00 

Lard,  12  Ibs.  @  lie lb 1 .32 

Butter,  \Yi  Ibs.  per  week  @  25c  a  lb 19.50 

Bread,  2  loaves  per  day 36 . 50 

Vegetables,  potatoes,  corn,  tomatoes,  onions 35.00 

Milk,  1  pint  per  day  @  4c  a  pint 14 . 60 

Sugar  @  7c  lb.  about  4  or  5  Ibs.  a  month 4 . 00 

Cereals,  corn  meal,  3J^  Ibs.   lOc,  oatmeal,  mush 

and  rice 6 . 00 

Flour,  10  Ibs.  for  40c  for  2  or  3  weeks 8.00 

Canned  food,  cream,  corn,  tomatoes 4 . 00 

Salt,  4  sacks  @  5c 20 

4  baking  powder  @  15c .60 

2  soda 20 

Beans,  10  lb.  @  6c  a  lb 60 

Prunes,  10  lb.  @  lOc  a lb 1 .00 

Spices  and  extracts 1 . 00 

Molasses .50 

Vinegar,  2  gallons .50 

Eggs 5.00 

Fruit,  bananas  5c  a  doz.,  apples  and  fruit  in  season .       4 . 00 

Soap  for  laundry,  52  bars  @  5c 2 . 60 

Starch  @  5c  per  pound,  8  Ibs .40 

Bluing 10 

Matches 30 

Washing  powder  @  5c  per  box,  30  boxes 1 . 50 

Ivory  soap 1 . 50 

Coffee  @  15c  per  lb.,  40  Ibs 6.00 


Total $216.92 


STUDY  OF  HOUSEKEEPING  269 

A  Study  in  Budgeting — Continued. 

Itemized  food  account, 
b. 

Flour,  24 J^  Ibs.  every  2  weeks  @  70c,  bake  twice  a  week.  .$  18.20 

Yeast  Foam.  11  pkg.  @  5c .55 

Baking  powder,  3  Ibs 1 . 20 

Baking  soda,  1  Ib .10 

Meal,  50  Ibs.  @  2c  Ib 1 .00 

Breakfast  bacon,  2  ^  Ibs.  every  2  weeks,  ham,  other  smoked 

meats 13.00 

Steak,  25o  a  week 13 .00 

Roast,  40c  every  two  weeks 10 . 40 

Chops,  20c  a  week 10 .40 

Boiling  beef  for  soup,  7c  a  week 3 . 64 

Lard,  25c  a  week 13.00 

Sugar,  5c  Ib.,  2  Ibs.  a  week 7 . 80 

Sugar  for  canning,  5c  Ib 2 . 75 

Butter,  IY2  Ib.  per  week  @  30c 23.40 

Milk,  4  qts.  a  week  @  8c 16.64 

Coffee,  1  Ib.  every  2  weeks  @  25c 6.50 

Tea  ®  60c  Ib 5 . 20 

Potatoes,  2  bushels  @  60c 1 .20 

Potatoes  for  planting  in  garden  @  60c .60 

Sweet  potatoes  @  35c  peck .70 

Sweet  potato  plants  @  30c  per  100 1 . 60 

Lettuce  seed .10 

Radish  seed,  tops  for  greens 10 

Mustard  and  kale  seed  for  greens .10 

Onion  sets,  2  qts.  (25c) .  CO 

Green  beans  for  garden .25 

Canned  from  garden. 

Peppers  and  mangoes  plants  @  lOc  per  dozen .20 

Pickles  for  winter  seasoning. 

Tomato  plants  @  lOc  per  dozen .10 

Canned  from  garden.     Pickles. 

Cabbage  plants — 2J^  dozen  @  lOe  per  dozen .25 

Cabbage  by  head 1 . 00 

Beet  seed  (use  top  for  greens — pickles  for  winter) .05 

Rhubarb  roots  (pie,  sauce  for  canning .10 

Sweet  corn  seed .10 

1  dozen  large  chickens 20 . 80 

(Chickens  for  table,  eggs  for  table  and  sale) 

Fish 1 .00 

Oysters  @  25c  qt 1 .00 

Rice  @  l-3clb 1.00 

Spaghetti .50 

Syrup  @  lOc  can 1 .20 

Vinegar  (table  use  and  canning)  @  25c  gal 1 . 50 

Breakfast  food  (oatmeal,  cream  of  wheat  and  flakes,  etc.) .  .  1 .00 


270  INDIANAPOLIS  VOCATIONAL  SURVEY 

A  Study  in  Budgeting — Continued. 

Salt  @  3c  sack $0.36 

Pepper  @  5c  box .15 

Small  fruits  in  season  (eaten  with  cream  or  milk,  pies,  jam 

and  preserves) 

Apples  @  25c  pk 6.50 

Crab  apples  (marmalade  and  jelly) .25 

Peaches  (canning,  preserves),  1  bu 1 .50 

Pears  (canning,  preserves) .35 

Peas,  1  doz.  cans  for  winter .90 

Corn,  1  doz.  cans  for  winter .90 

Dried  fruits,  apricots,  peaches,  apples  and  prunes .75 


Total $193.39 

V.  Clothing  for  family  (father,  mother,  boy  9,  and  girl  7  years.) 

Father — 

Suit $15.00 

4  suits  of  underwear,  winter  and  summer ........       4 . 00 

1  hat 2.50 

2  caps 1.00 

2  work  shirts — 6  yds.  @  15c 90 

2  shirts  ®  75c 1 .50 

Work  shoes 1 . 50 

Best  shoes 3 . 50 

Working  pants 1 . 50 

Overalls 75 

Socks  (for  work,  3  pair) .25 

Best  socks,  2  pair ."50 

Overcoat  (left  over  from  last  year) 


Total $32.90 

Mother — 

Suit $10.00 

4  union  suits  @  75 3 .00 

3  house  dresses,  18  yds.  gingham  @  lOc 1 . 80 

Underwear  (mother  and  daughter)  1  bolt  muslin 

@  lOc 1.20 

Shirtwaists,  8  yds.  white  material  @  12J^c 1.00 

Everyday  shoes 1 .  5O 

Best  shoes 3.00 

Outing  flannel  (mother  and  daughter)  @  lOc 1 .00 

Apron  gingham  10  yds.  7c .70 

Hats 6.00 

Hose,  3  pairs  @  25c 75 

Winter  coat  (left  over  from  last  year) 


Total..  .  $29.95 


STUDY  OF  HOUSEKEEPING  271 

A  Study  in  Budgeting — Continued. 

Boy  of  9  years — 

Suit  and  extra  pair  of  pants  from  father's  old  suit. 
Underwear  also  cut  down. 

Overcoat 4 . 50 

Shoes,  3  pairs  @  $2.00 6.00 

Khaki  cloth  (play  pants  15c  yd.) .90 

2  hats 2.00 

1  cap .50 

Hose,  3  pairs  @  25c .75 

10  yds.  waisting  (3  colored,  2  white)  @  15c 1 .50 


Total , $16. 15 

Girl  of  7  years — 

Mother's  old  dress  made  over  for  girl. 

Underwear  cut  down. 

5  yds.  goods  (2*4  plaid,  2>£  plain  blue)  @  25c.  .  .  .  $1.25 

Coat 4.50 

3  pairs  of  shoes  @  $2.00 6.00 

2  hats  one  @  $1.25;  one  @  $1.50;  one  cap  @  50c.  3.25 
Hose,  2  pair  black  @  25c ;  2  pair  white  @  19c .88 

3  dresses,  8  yds.  gingham  @  12  ^c 1 .00 

2  yds.  hair  ribbon  @  lOc 20 

Gloves  for  all ..  1.50 


Total $18.58 

Courses  in  Housekeeping  and  Kindred  Subjects  in  Semi- 
Public  and  Private  Schools. 

1.      Courses  in  Schools  in   Which  No  Tuition  Charge  is  Made. 

1.  Girls'  Industrial  School. 

a.  Departments. 

(1)  Primary.     Child  is  taught  to  hold  and  handle  a  needle,  to  wear 

a  thimble,  and  to  do — first,  darning  on  burlap;  second,  all 
common  sewing  stitches  on  muslin  models. 

(2)  Intermediate.     Hand    work    is    required    according    to  grade 

made  in  primary  department,  samplers,  sewing  apron,  flannel 
petticoat  and  gown,  muslin  drawers,  large  white  apron,  and 
a  gingham  dress. 

(3)  Dressmaking  department.     Any  girl  who  makes  a  grade  of 

ninety-five  per  cent  on  her  gingham  dress  is  promoted  to 
the  dressmaking  department,  where,  in  her  junior  year,  she 
is  taught  to  use  the  sewing  machine,  and  the  use  of  a  pattern. 
In  the  senior  year  she  cuts  and  makes  a  dress  to  be  worn  by 
herself  at  the  graduation  exercises. 


272  INDIANAPOLIS  VOCATIONAL  SURVEY 

b.  Supervision  and  rules. 

One  teacher  has  charge  of  six  girls.  The  services  of  all  teachers 
and  officers  is  voluntary.  After  a  garment  is  finished  and 
graded  the  maker  may  take  it  home  on  the  payment  of  5 
cents.  For  the  gingham  dress,  however,  she  pays  15  cents.. 
This  does  not  cover  expense  of  materials,  but  removes  the 
stigma  of  charity.  Other  rules  relating  to  uniformity  of 
requirements  in  work  to  be  done  are  found  in  the  printed 
booklet. 

c.  Branches  of  Girls'  Industrial  School. 

(1)  Fairview  Settlement. 

(2)  Herman  Lauter  Memorial  Building. 

(3)  Boys'  Club. 

(4)  Bethany  Center. 

d.  Classes. 

(1)  Sewing  10-12  every  Saturday  a.  m.  from  October  to  May. 

Enrollment — sixty  to  seventy  girls. 

Equipment — Large  room  and  small  room;  small  chairs; 
gingham  aprons  furnished  free  by  schools  to  wear  during 
sewing  hours.  All  materials  for  sewing  furnished  by 
the  school. 

(2)  Mothers'  meetings. 

2.  Teachers'  College. 

a.  Courses  for  home  makers  and  girls  at  the  free  kindergarten   centers 

under  supervision  of  college. 

(1)  Kindergarten  No.  20. 

Enrollment — twenty  working  girls. 

Instruction — Five  groups  of  four.  At  each  lesson 'the  girls 
work  in  a  different  group.  The  group  divisions  are 
kitchen,  dining  room,  cleaning  and  sewing. 

Equipment — Four  rooms  furnished  very  simply  above  a 
business  block. 

(2)  Kindergarten  No.  15. 

Enrollment — nine  to  eighteen  mothers.  Instruction  given 
through  demonstration  by  student-teacher. 

(3)  Kindergarten  No.  7. 

Enrollment — six  mothers.  Director  gives  talks,  but  mothers 
desire  instruction  in  cooking. 

(4)  Kindergarten  No.  30. 

Mothers  assist  in  preparing  simple  noon  lunch  and  children 
are  taught  simple  serving  and  proper  habits  of  eating. 

b.  Courses  in  home  making  conducted  at  the  college. 

(1)  Mothers'  meetings  and  councils. 

The  mothers  from  the  various  kindergarten  districts  come 
to  the  Teachers'  College  six  times  during  the  year.  The 
instructor  in  the  household  economics  department  of  the 
college  gives  talks  and  demonstrations  on  subjects  relat- 


STUDY  OP  HOUSEKEEPING  273 

ing  to  home  life.  Often  some  mother  brings  a  recipe,  the 
food  is  prepared  in  her  presence,  and  the  value  of  this 
particular  food  in  the  daily  ration  carefully  discussed. 
Problems  relating  to  training  of  children  are  also  carefully 
considered. 

3.  Planner  Guild  (colored  children). 

Maintained  as  a  mission  by  the  Christian  Church.  Industrial  work  done 
under  supervision  of  Mrs.  Buehl,  but  not  a  branch  of  the  Girls'  Industrial 
School. 

a.  Instruction. 

(1)  One  class  per  week  alternating  sewing  and  cooking. 

b.  Requirements. 

(1)  These  classes  are   open   to   anyone  from  6  to  14  years  of 
age.     All  materials  are  furnished  free  of  charge. 

c.  Equipment. 

(1)  Six  tables,  two  gas  burners,  and  very  meager  kitchen  equip- 

ment.     Twenty    or    more    often    use    this  equipment   ia 
one  lesson. 

(2)  The  equipment  for  sewing  consisted  of  a  large  room,  chairs. 

one  or  two  tables,  materials  for  work.     About  forty  per 
week  are  enrolled. 

II.      Courses  in  Schools  in  Which  Tuition  is  Charged. 

1.  School  of  Domestic  Science.     Director,  Mrs.  W.  J.  Marks. 

a.  Entrance  requirements. 

None.     Open  to  housekeepers. 

b.  Courses  offered. 

(1)  Plain  cooking — thirty  lessons — weekly,  9:00-12:00  o'clock. 

Enrollment — forty. 

(2)  Planning  of  meals  and  table  service — fifteen  lessons. 

E  nrollment — six. 

(3)  Household  management  of  home  efficiency — ten  lessons. 

Enrollment — probably  sixteen. 

c.  Equipment. 

Laboratory  equipped  for  ten  in  a  private  home.  Kitchen  and 
dining  room  of  home. 

2.  School  Domestic  Science.     Director,  Miss  Hazen  Hibben. 

a.  Entrance  requirements. 

None. 

b.  Courses  offered. 

(1)  Plain  cooking — thirty  to  forty  lessons.     Three  hours  per  week. 
Enrollment — ten. 

c.  Equipment. 

Laboratory  equipped  for  teaching.^domescic  science.  Located 
in  private  home.  Kitchen  and  dining  room  of  home  are 
also  used. 

6647—18 


274  INDIANAPOLIS  VOCATIONAL  SURVEY 

3.  Teachers'  College. 

a.  Courses  offered.     Diploma  prepares  for  State  certificate. 

(1)  Cooking — two  years.     Short  terms  of  six  and  twelve  weeks. 

Lectures  on  foods  and  dietetic  principles. 
Chemistry,  both  general  and  household. 
Housewifery,  serving  of  meals,  etc. 
Practice. 
Method. 

(2)  Sewing — short  terms  of  six  and  twelve  weeks.     Two  years. 

Practice  in  hand  and  machine  sewing;  application  of  stitches 
to  undergarments  and  simple  dresses.  Use  of  commercial 
patterns;  knitting,  crocheting,  darning  and  simple  em- 
broidery; discussion  of  textile  and  materials,  how  made, 
sources  of  fibres,  spinning,  weaving,  dyeing,  finishing. 
(The  diploma  course  for  domestic  science  and  domestic  art 
combined  is  three  years  in  length.) 

b.  Cooking  and  marketing  for  housekeepers. 

c.  Costume  design  for  young  women. 

X.  BIBLIOGRAPHY. 

The  following  books  treating  of  the  various  phases  of  home  economics 
are  on  the  shelves  of  the  public  library: 

Books  on  Domestic  Science  and  Household  Economy. 

* 

Barker Wanted — a  young  woman  to  do  housework ;  business  prin- 
ciples applied  to  housework.     1915. 

Baxter Housekeeper's  handy  book.     1913. 

Bookman .Family  expense  account;  including  problems  of  invest- 
ment and  expenditure.     1914. 

Brown Health  in  home  and  town.     1912. 

Bruers Increasing  home  efficiency.     1912. 

Buchanan Household  bacteriology,  for  students  in  domestic  science. 

1913. 

Campbell Test  book  of  domestic  science.     1913. 

Carleton One  way  out.     1911. 

Child Efficient   kitchen;   definite  directions   for  the   planning, 

arranging  and  equipping  of  the  modern  labor-saving 
kitchen.     1914. 

Flagg Handbook  of  home  economics.     1913. 

Foster Housekeeping  for  little  girls.     1912. 

Frazer First-aid  to  the  servantless.     1913. 

Frederick New  housekeeping;  efficient  studies  in  home  management. 

Oilman Housekeeping.     1911. 

Harland,  ed Home  making     (In  young  folks  library:      Vocations,  ed. 

by  W.  D.  Hyde  and  others).     1911. 

Home  economics  and  education.     (In  abridged  agricul- 
tural records.     1912.     v.  7,  pp.  534,  673). 


STUDY  OF  HOUSEKEEPING  275 

Hopkins,  ed Domestic  engineering;  simple  tests  for  food  purity;  re- 
frigerating machines  for  the  home  (In  his  Book  of 
Progress.  1915  v.  3,  pp.  91-110). 

Kinne  and  Cooley.Foods   and   household   management;   a   textbook   of   the 

household  arts.     1914. 

Shelter  and  clothing;  a  textbook  of  the  household  arts. 
1914. 

Krout Platters  and  pipkins.     1910. 

MacLeod Housekeeper's  handbook  of  cleaning.     1915. 

Morris Household  science  and  arts.     1913. 

Morse Household  discoveries;  an  encyclopedia  of  practical  re- 
cipes and  processes,  new  ed.  rev.  and  enl.  1914. 

Richardson Adventures  in  thrift.     1916. 

Talbot Household    management      (In    woman-citizen's    library. 

1913.     v.  12,  pp.  3008-3082) . 

Trowbridge Home  school.     1913. 

Van  de  Water. . . .  From  kitchen  to  garret.     1910. 

Books  on  Cookery. 

Barroll Around  the  world  cook  book.     1913. 

Benton Easy  meals.     1913. 

Benton Fun  of  cooking.     1915. 

Caro Restricted  die  made  palatable.     1911. 

Condit  and  Long. .  How  to  cook  and  why.     1914. 

Congreve One  maid  book  of  cookery.     1913. 

Curtis Mrs.  Curtis'  Cook  Book  (In  Morse,  household  discov- 
eries. 1914.  pp.  782.1145). 

Davis Table  for  two;  good  things  to  eat.     1913. 

Fales  &  Northden.Party  book.     1912. 

Farmer Boston  cooking-school  cook  work.     1912. 

Farmer Catering  for  special  occasions.     1911. 

Farmer New  book  of  cookery.     1912. 

Finck Food  and  flavor.     1913. 

Forster  &  Weighley  Foods  and  sanitation.     1914. 

Gienandt Twentieth  century  book  for  the  progressive  baker,  con- 
fectioner, and  ice  cream  maker.  1912. 

Gillmore Meatless  cookery.     1914. 

Gurney Things  mother  used  to  make.     1914. 

Harbison Low-cost  recipes.     1914. 

Hill American  cook  book.     1914. 

Johnson Domestic  science ;  a  textbook  in  cooking  and  syllabus  in 

sewing.  1912. 

Kaine Culinary  herbs;  then*  cultivation,  harvesting,  curing  and 

uses.  1912. 

Kirkland Modern  confectioner  and  caterer.     1913. 

Maury  &  Tachan . Penny  lunch;  its  equipment,  menus  and  mangement. 
1915. 

Metcalf Student's  manual  in  household  arts;  food  and  cookery. 

1915. 


276  INDIANAPOLIS  VOCATIONAL  SURVEY 

Nesbitt Low-cost  cooking;  a  manual  of  cooking,  diet,  home  man- 
agement and  care  of  children.  1915. 

Pretlow Small  family  cookbook.     1915. 

Reed Everyday  dinners.     1911. 

Robison  and  Hammel,  Lessons  in  cooking  through  preparations  of  meals.  1913. 

Smedley Institution  recipes  for  use  in  colleges,  hospitals,  and  other 

institutions.  1912. 

Thompson Eat  and  grow  thin.     1914. 

White Study  of  foods.     1914. 

Wright New  England  cookbook.     1912. 

Books  on  Diet  and  Dieties. 

Brewster Nutrition  of  a  household. 

Bryce Modern  theories  of  diet  and  their  bearing  on  practical 

dietetics.     1912. 

Carrington Natural  food  of  man.     1912. 

Conley Nutrition  and  diet;  a  textbook  for  secondary  schools. 

1913. 

Gibbs Food  for  the  invalid.     1912. 

Hill Cookbook  for  nurses.     1911. 

Hogan Diet  for  children.     1916. 

Hutchinson Food  and  the  principles  of  dietetics.     1911. 

Jordan Principles   of   human   nutrition;    a    study    in    practical 

dietetics.     1912. 
Leppel Brainy  diet  for  the  health  and  foods  and  their  effects. 

1910. 
Locke Food  values;  practical  tables  for  use  in  private  and  public 

institutions.     1914. 

Rorer Mrs.  Rorer's  diet  for  the  sick.     1914. 

Sanf ord Milk  diet  as  remedy  for  chronic  disease.     1916. 

Wiley Not  by  bread  alone;  the  principles  of  human  nutrition. 

1915. 

Books  on  Food. 

Bailey Chemistry  and  use  of  food  products.     1914. 

Finck Food  and  flavor;  a  gastronomic  guide  to  health  and  good 

living.     1913. 

Greer Food,  what  it  is  and  does.     1915. 

Harris Health  on  the  farm.     1911. 

McCain Starving  America.     1912. 

Sherman Food  products.     1914. 

Ward,  comp Grocer's  encyclopedia.     1911. 

Wardall  and  White,  Study  of  foods.     1914. 

Lusk Fundamental  basis  of  nutrition.     1915. 

Matteson  and  New- 
lands Laboratory  manual  of  foods  and  cookery.     1916. 

Miscellaneous . 

Allen Table  service.     1915. 

Wetenhall Practical  laundry  work  for  home  and  school.     1915. 


STUDY  OF  HOUSEKEEPING 


277 


XI.     TABLES  FROM  HOUSEHOLD  MEASUREMENTS. 

Table   1 — Housekeeping   a   Business  Proposition,   Budgeting   House- 
hold Expenditures  and  Keeping  Household  Accounts. 


INQUIRY 


Housekeepers 


Total 1 ,000 

Number  who  regard  housekeeping  as  a  business  proposition .  .  953 

Who  do  not 47 

Number  who  budget  their  expenditures 587 

Who  keep  household  accounts "           463 

Who  do  not 124 

Number  who  do  not  budget  expenditures 413 

Who  keep  household  accounts 147 

Who  do  not 266 

Number  who  keep  household  accounts 610 

Who  do  not 390 

Table  2 — Special  Preparation  for  Housework  and  Plan  of  Daily  Work. 

INQUIRY  Housekeepers 

Total 1 ,000 

Number  who  have  had  special  preparation  for  housework  .  .  .  530 

Who  have  not 470 

Number  who  have  a  fixed  plan  of  daily  work 728 

Who  do  not..  272 


278 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  3 — Scientific  Methods  and  Personal  Examination  of  Purchases. 


INQUIRY 


Housekeepers 


Total 1 ,000 

Number  who  use  scientific  methods  in  purchasing  supplies . .  839 

Examine  purchases  personally 686 

Do  not  examine  purchases  personally .  .  .  153 

Number  who  do  not  use  scientific  methods 161 

Examine  purchases  personally 97 

Do  not  examine  purchases  personally 64 

Number  who  examine  purchases  personally 783 

Number  who  do  not  examine  purchases  personally 217 

Table  4 — Planning  Meals  for  Nutritive  Values. 

INQUIRY  Housekeepers 

Total 1 ,000 

Number  who  keep  in  mind  nutritive  food  values 822 

Who  do  not  keep  in  mind  nutritive  food  values 178 

Table  5 — Convenient  Arrangement  of  Kitchen  and  Pantry,  and 
Equipment  of  Labor-Saving  Devices. 

INQUIRY  Housekeepers 

Total 1 ,000 

Number  whose  kitchen  and  pantry  are  arranged  to  save  steps  710 

Whose  kitchen  and  pantry  are  not 290 

Number  whose  home  is  equipped  with  labor-saving  devices . .  709 

Whose  home  is  not. .  291 


STUDY  OF  HOUSEKEEPING 


279 


Table  6—  Systematization  of  Duties  for  Rest  Period  and  Assign- 
ment of  Household  Duties  to  Each  Member  of  the  Family. 


INQUIRY 


Housekeepers 


Total 1,000 

Number  who  have  systematized  duties  for  rest  period 548 

Each  member  of  family  has  definite  duties 379 

Each  member  of  family  has  not  definite  duties 169 

Number  who  have  not  systematized  duties  for  rest  period  .  .  452 

Each  member  of  family  has  definite  duties 274 

Each  member  of  family  has  not  definite  duties 178 

Number  whose  family  have  separate  duties 653 

Number  whose  family  does  not  have  separate  duties 347 

Table  7 — Keep  Watch  on  Sanitary  Conditions  and  Keep  Sleeping 
Room  Windows  Open  at  Night. 

INQUIRY  Housekeepers 

Total 1 ,000 

Number  who  keep  close  watch  on  sanitary  conditions 962 

Keep  sleeping  room  windows  open  at  night 939 

Do  not  keep  sleeping  room  windows  open  at  night 23 

Number  who  do  not  keep  close  watch  on  sanitary  conditions .  38 

Keep  sleeping  room  windows  open  at  night 14 

Do  not  keep  sleeping  room  windows  open  at  night 24 


Number  who  keep  sleeping  room  windows  open  at  night .... 
Number  who  do  not  keep  sleeping  room  windows  open  at  night. 


953 

47 


280  INDIANAPOLIS  VOCATIONAL  SURVEY 

Table  8 — Interest  in  Child  Problems. 


INQUIRY 


Housekeeping 


Total 1,000 

Number  who  have  special  interest  in  child  problems •  865 

Who  do  not  have  special  interest  in  child   problems 135 

Table  9 — Self-Improvement  Activities  of  Housekeepers. 

INQUIRY  Housekeepers 

Total 1 ,000 

Number  who  have  read  books  on  household  management .  . .  587 

Number  who  have  not  read  books  on  household  management.  413 

Number  who  subscribe  to  or  read  magazines  on  housekeeping 

and  rearing  of  children 700 

Number  who  do  not  subscribe  to  or  read  magazines  onhouse- 

keeping  and  rearing  of  children 300 

Number  interested  in  lectures  and  courses  in  household 

management 838 

Number  not  interested  in  lectures  and  courses  in  household 

management . 162 

Number  who  belong  to  local  domestic  science  clubs 123 

Number  who  do  not  belong  to  local  domestic  science  clubs. .  877 

Number  who  devote  some  time  to  self -improvement 728 

Number  who  do  not  devote  some  time  to  self-improvement . .  272 

XII.  TABULATIONS  FROM  SCHEDULE  I. 

Question  2.     Do  you  prefer  white  or  colored  help?     Why? 

Number  of  schedules 302 

No  answer 2 

No  preference 26 

Prefer  white  help 141 

Reliable 29 

Must  live  as  a  member  of  family 22 

Cleaner  than  colored 15 

No  reason  given 14 

M  ore  honest . .  12 


STUDY  OF  HOUSEKEEPING  281 

TABULATIONS  FROM  SCHEDULE  I— Continued. 

Have  never  had  any  other  help 12 

Personal  feeling 11 

Because  of  children  in  home 7 

Better  workers 7 

More  intelligent 6 

Appreciative  and  agreeable 4 

Prefer  colored  help 133 

More  adaptable 35 

Better  service 26 

No  reason  given 20 

No  social  complications 17 

Have  had  no  white  help 13 

More  reliable 11 

More  appreciative 10 

Personal  feeling 7 

Better  with  children 3 

Better  fitted  for  work 2 

Question  3.     Do  you  prefer  untrained  beginners?    Why? 

Number  of  schedules 302 

Not  answering 20 

Answering  yes 77 

Train  to  suit  employer 42 

More  teachable 11 

No  reason 10 

Not  as  independent  as  trained  workers 4 

Answering  no 205 

No  reason 69 

No  time  to  train 43 

Preference 31 

Mistress  incompetent 16 

Tired  of  training  workers 15 

Willing  to  pay  for  trained  help 15 

Beginners  incompetent  and  unsteady 10 

Take  directions  more  readily 6 

Question  4.     How  have  you  obtained  employees? 

Number  of  schedules 302 

Number  not  answering 19 

Number  of  methods  given 283 

Newspaper  advertisement 92 

Recommendation  of  friends. .  ...     72 


282  INDIANAPOLIS  VOCATIONAL  SURVEY 

TABULATIONS  FROM  SCHEDULE  I— Continued. 

Employment  agency 38 

Personal  inquiry 30 

Through  former  servants 29 

Imported  from  South 5 

Convent 5 

Girls'  Industrial  School 5 

Y.  W.  C.  A.  and  Church  Aid  Association 4 

Imported  from  Germany 3 

Question  6.  State,  if  you  will,  any  special  phase  which  make  pres- 
ent position  unusual  in  character,  adding  any  explanatory  in- 
formation. 

Number  of  schedules 302 

Not  answering 117 

Special  phases  in  the  home 185 

No  special  phases 79 

Labor-saving  devices 40 

Extra  wages 23 

Personal  interest 21 

Unusual  accommodations  (private  sitting  room  and  bath) 10 

Clothing  (gifts) 6 

Extra  time 6 

Question  8.  If  courses  in  the  business  of  housekeeping  were  made 
available,  what  courses  would  you  prefer? 

(a)  For  yourself? 

(b)  For  your  employee? 

(a)    Number  of  schedules '. 302 

Not  interested 40 

Number  suggesting  courses 262 

Courses  suggested,  with  number  desiring  each 228 

Cooking,  menu  planning,  and  food  values 83 

Household  management 42 

Budgeting 22 

Sewing  and  millinery 22 

Marketing 17 

Chemistry  of  food 10 

"  Economics 9 

House  bacteriology  and  hygiene 7 

Interior  decorating 5 

Serving 4 

Laundry 2 

Care  of  children 2 

Nursing 2 

China  painting 1 


STUDY  OF  HOUSEKEEPING  283 

TABULATIONS  FROM  SCHEDULE  I— Continued. 

(b)    Number  of  schedules 302 

Not  answering 164 

Number  desiring  courses  for  employees 138 

Courses  suggested,  with  number  suggesting  each. 

Cooking ! .  .  135 

General  housework 37 

Serving 32 

Household  management 28 

Economics 12 

Sewing  and  milh'nery 11 

Sanitation f 10 

Marketing 8 

Laundry 8 

Academic  courses 5 

Care  of  children 3 

Budgeting 11 

Care  of  old  people 1 

Personal  hygiene 1 

Question  9.     What  encouragement  should  be  given  an  employee  to 
take  such  courses  to  increase  her  efficiency? 

Number  of  schedules 302 

Numbers  not  answering 86 

Encouragement  suggested,  with  number  suggesting  each. 

Time  off  to  attend  classes 119 

Increase  wage  for  efficiency 74 

Pay  tuition  for  instruction 7 

No  encouragement 6 

Pay  carfare  and  time  off 5 

More  freedom  and  responsibility  to  practice  in  home 3 

Question  11.     Married,  single  or  widowed? 

Number  of  schedules 302 

Single 182 

Married 91 

Widowed 27 

Not  replying 2 

Question  14.     Phases  of  job  best  prepared  to  do. 

Number  of  schedules 302 

Number  not  answering 13 


284  INDIANAPOLIS  VOCATIONAL  SURVEY 

TABULATIONS  FROM  SCHEDULE  I— Continued. 

Number  answering  query : 289 

Cooking 117 

Housework 101 

Laundry 31 

Caring  for  children 10 

Table  service 10 

Canning 2 

Care  for  aged 2 

Marketing 2 

Serving 2 

Qtiestion  15.     Phases  of  job  least  prepared  to  do. 

Number  of  schedules 302 

Number  not  answering 120 

Number  answering  question 182 

Cooking 66 

Cleaning 39 

System  and  management 19 

Laundry 18 

Planning  meals 17 

Table  service 15 

General  housework 9 

Sewing 7 

Dusting 0 

Care  of  children 4 

Marketing 3 

To  give  polite  service 2 

Question  22.     Special  training  prior  to  present  position. 

Number  of  schedules 302 

Number  not  answering 4o| 

Number  answering 25« 

No  training 1 10 

Training  from  previous  employers 85 

Training  in  own  home 40 

1  n  grade  and  high  school 11 

Special  schools 8 

Vocational  schools  of  Germany 3 

Question  23.     Special  training  received  after  entering  present  posi- 
tion. 

Number  of  schedules 302 

Number  not  answering 147 


STUDY  OP  HOUSEKEEPING  285 

TABULATIONS  FROM  SCHEDULE  I— Continued. 

Number  answering . . . .- 155 

a.  From  mistress — 

General  instruction .  120 

Cooking  and  serving .  •. » 69 

None  needed 16 

Use  of  modern  equipment 6 

Care  of  children 4 

Laundering 4 

b.  Other  instruction —  , 

Special  schools  or  extension  work 7 

Question  24.     Shortcomings  which  you  feel  may  be  overcome  in 
whole  or  in  part  if  part-time  or  evening  classes  were  available. 

Number  of  schedules 302 

Number  not  answering 179 

Number  answering 123 

Cooking 38 

Lack  of  system  in  performing  duties 30 

General  inefficiency 27 

Carelessness,  inaccuracy 18 

Unclean  and  untidy  appearance 13 

Inability  to  talk  well. 8 

Home  nursing 1 

Question  25.     How  have  you  obtained  employment? 

Number  of  schedules 302 

Number  not  answering 22 

Number  answering  query 280 

Through  friends 108 

Advertisements 96 

References : 49 

Employment  agency 22 

Personal  inquiry 17 

Question  26.     Why  did  you  enter  upon  this  occupation? 

Number  of  schedules 302 

Necessity 101 

Aptitude  and  liking 62 

Training 59 

No  answer  or  no  reason  given 58 

Advice  of  mother  and  friends . .  18 


286  INDIANAPOLIS  VOCATIONAL  SURVEY 

TABULATIONS  FROM  SCHEDULE  I— Continued. 

Question  27.     Have  you  any  desire  to  enter  another  occupation? 
Why? 

Number  of  schedules 302 

Not  answering 150 

Negative  answer 1 10 

Unfitted  for  anything  else. 
Like  the  work  I  am  doing. 
Too  old  to  change. 
More  profitable  and  pleasant. 

Affirmative  answer 50 

Want  chance  to  advance. 

No  social  position. 

Do  not  like  work  but  nothing  else  to  do. 

Want  to  teach  school. 

Want  to  go  to  college. 

Friends  work  in  stores. 

Would  like  to  have  shorter  hours,  lighter  work  and  Sundays. 

Question  28.     If  foreign  to  city,  give  reasons  for  coming  here. 

Number  of  schedules 302 

Number  not  answering 188 

Number  answering 1 14 

Better  wages 40 

Relatives 28 

For  change 22 

For  work 12 

Came  with  employer 7 

For  schooling 5 

Question  29.     Time  belonging  to  employee. 

Number  of  schedules 302 

Number  not  reporting  or  answer  indefinite 152 

Number  reporting 150 

One-half  day  per  week 19 

Two  half  days  per  week 112 

Three  half  days  per  week 13 

Two  hours  each  afternoon 6 

Question  30.     Where  and  how  is  free  time  spent? 

Number  of  schedules 302 

Number  answering  query 93 


STUDY  OF  HOUSEKEEPING  287 

TABULATIONS  FROM  SCHEDULE  I— Continued. 

At  home  or  with  relatives 86 

Church,  Y.  W.  C.  A.  or  Y.  M.  C.  A 82 

Socially 77 

Study  or  reading 20 

Shopping  and  down  town 16 

Lodge .' 12 

Sewing 10 

Music 6 

Question  31.     Organizations  with  which  employee  is  affiliated. 

Number  of  schedules 302 

Not  answering 205 

Number  answering  que:y 97 

Church 95 

Lodge 28 

Social  clubs 16 

Y.  W.  C.  A 8 

Suffrage  League 2 

Y.  M.  C.  A..  1 


XIII.     TABULATIONS  FROM  SCHEDULE  II. 

Question  9.     Do  you  rent  or  own  your  own  home? 

Number  of  schedules 1,110 

Rent 593 

Own. 517 

Question  11.     Sources  of  supplementary  income? 

Number  of  schedules 1,110 

No  reply 310 

No  supplementary  income 288 

Total  having  supplementary  income 512 

Source  not  stated 8 

Wife  or  children  working 216 

Roomers  or  boarders  or  both 90 

Rental  property 88 

Garden,  chickens  or  cow,  etc 65 

Assistance  of  family  or  friends 22 

Securities,  stock  or  interest 16 

Pension 5 

Alimony 1 

Magazine  articles 1 


288  INDIANAPOLIS  VOCATIONAL  SURVEY 

TABULATIONS  FROM  SCHEDULE  II— Continued. 

Question  15.     Training  of  housewife  previous  to  management  of 
the  home. 

Number  of  schedules 510 

In  domestic  service 55 

No  training 310 

By  mother 116 

In  schools 29 

Question  16.     Training  of  housewife  during  management  of  the 
home. 

Number  of  schedules 510 

Number  answering 154 

Number  of  methods  given 229 

Experience  in  own  home 86 

Lectures,  magazines 58 

Special  schools  or  extension  work 41 

Night  school  courses 35 

Domestic  science  club 9 

Question  17.     In  what  particular  phases  in  the  management  of 
your  home  do  you  feel  the  need  of  better  preparation? 

Number  of  schedules 510 

Number  not  answering 139 

Number  answering  question 371 

Cooking 124 

Sewing '76 

Budgeting  and  household  accounts 39 

Household  management 36 

Care  of  children 13 

Millinery 10 

Home  nursing 7 

House  sanitation 7 

Diet  for  children 5 

Interior  decoration 1 

Academic 3 

Basketry 1 

China  painting. 2 

No  particular  phase 47 

Question  18.     Would  you  attend  short  courses? 

Number  of  schedules 510 

Number  not  answering 177 


STUDY  OF  HOUSEKEEPING  289 

TABULATIONS  FROM  SCHEDULE  II— Continued. 

Number  answering  question 333 

Yes 201 

No - 91 

Doubtful 41 

Question  19.     Training  of  children  in  school. 

Number  of  schedules 510 

Persons  with  no  children  or  none  of  school  age 257 

Number  answering  question 253 

Boys — 

Shop  training 17 

Cooking 7 

Girls- 
Sewing 140 

Cooking 108 

Millinery 5 

Question  20.     Training  of  children  in  home. 

Number  of  schedules 510 

Number  of  children  not  reporting 257 

Number  of  children  to  report 253 

Boys — 

Bring  fuel,  empty  ashes 38 

Help  with  housework  and  errands 30 

Wash  dishes 16 

Care  for  own  room 10 

Care  of  children 4 

Help  father 4 

Make  fires 4 

Sewing  on  buttons 2 

Cook 2 

Scrub 1 

Girls- 
Help  with  housework 87 

Cook 75 

Sew 56 

Wash  dishes 41 

Keep  rooms  tidy 20 

Take  care  of  own  room 17 

Help  with  laundry 16 

Mending 10 

Care  of  children 5 

6647—19 


290  INDIANAPOLIS  VOCATIONAL  SURVEY 


XIII.     TABULATIONS  FROM  SCHEDULE  III. 

Question  1.     Nationality? 

Total  number  of  schedules 250 

No  answer 5 

Total  White     Colored 

American 177  55          122 

German 35  35 

Irish 14  14 

English 10  10 

Austrian 2               2 

Hollander 2              2 

Swede 2              2 

Norwegian 1              1 

Hungarian 1              1 

Canadian 1              1 

Total..  .  245          123          122 


Question  2.     How  long  have  you  been  employed  in  personal  or  domestic 
service? 

Total  number  of  schedules 250 

No  answer .1 

Total  White  Colored 

Less  than  one  year 15  9  6 

One  year 10  5  5 

Two  years 22  18  4 

Three  years 13  9  4 

Four  years 13  10  3 

Five  years 17  9  8 

Six  years 19  9  10 

Seven  years 14  7  7 

Eight  years 14  6  8 

Nine  years 4  2  2 

Ten  years 18  7  11 

*Eleven  years  or  more 92  37  55 

Total..  .  251  128          123 


Question  3.     At  what  age  did  you  enter  upon  this  occupation? 

Total  number  of  schedules . .  250 


*32 — 9  white  and  23  colored — report  over  25  years  of  service. 


STUDY  OF  HOUSEKEEPING  291 

TABULATIONS  FROM  SCHEDULE  III— Continued. 

Total  White  Colored 

Below  fifteen  years 35  16  19 

15  years 22  11  11 

16  years 34  19  15 

17  years 22  15  7 

18  years 33  12  21 

19  years 6  3  3 

20  years 23  14  9 

21-25  years 19  13  6 

Over  25 : 36  29  7 

Total  18  and  below 146  63  73 

Total  19  and  above 84  59  25 

Question  4.     How  many  positions  have  you  held? 

Total  number  of  schedules 250 

Not  reporting. 52 

Total  White  Colored 

One  position 27  22  5 

Two  positions 39  30  9 

Three  positions 39  20  19 

Four  positions 22  11  11 

Five  positions < 18  10  8 

Six  positions 12  8  4 

Seven  positions 9  4  5 

Eight  positions 7  5      .  2 

Nine  positions rf 2  1  1 

Ten  or  more  positions 23  7  16 

Total ....198          118  80 

Question  12.     Did  you  have  any  training  for  domestic  service  before  you 
entered  this  field  of  employment?     At  home  or  in  school? 

Total  number  of  schedules 250 

Yes  No 

At  home 135 

In  school 17 

In  school  and  at  home 10 

No  training 88 

Total 162-  88 

Question  13.     Have  you  had  any  school  training  along  these  lines  since  that 

time?  Total          Yes  No 

Total 250  23  227 

Question  14.     In  what  particular  part  of  your  work  do  you  feel  the  need  of 
better  preparation? 

Total  number  of  schedules 250 

Number  not  answering 30 


292  INDIANAPOLIS  VOCATIONAL  SURVEY 

TABULATIONS  FROM  SCHEDULE  III— Continued. 

Number  answering 220 

Cooking  and  serving 145 

Household  management 27 

Sewing 20 

Cleaning ., 13 

Academic  knowledge 11 

Nursing 9 

Budgeting  and  accounting 8 

None  for  present  job 8 

Marketing 6 

Care  of  children 4 

Laundering 3 

Butler's  training 1 

Question  15.  If  your  employer  would  allow  you  two  hours  per  week  and 
your  regular  time  off,  would  you  take  courses  in  part-time  schools  and 
thereby  prepare  yourself  for  promotion  and  a  higher  wage? 

Number  of  schedules 250 

Yes. 147 

No 70 

No  answer 27 

Doubtful 6 

Question  16.     Do  you  like  the  kind  of  work  you  are  doing? 

Number  of  schedules 250 

Not  reporting 11 

Total        White     Colored 

Yes 220          119          101 

No 19  7  12 

Total 239  126  113 

Question  17.     How  do  you  spend  your  free  time? 

Number  of  schedules 250 

Number  not  answering 156 

Number  answering 194 

Home 94 

Calling  on  friends 78 

Church,  Y.  W.  C.  A 73 

Reading 54 

Theatre  and  picture  shows 54 

Socials  and  other  recreation 42 

School  and  music  study 22 

Fancywork 14 

Care  of  children 2 

Hairdressing 1 


STUDY  OF  HOUSEKEEPING 


293 


XIV.     QUESTIONNAIRES. 


1.  Do  you  regard  housekeeping  as  a  business  proposition?  

Answer  yes 
or  no. 

1 

2.  Have  you  had  the  advantage  of  any  special  preparation  for  it?  .  .  . 
3.  Are  you  attempting  to  meet  the  increasing  cost  of  living  by  scien- 
tific methods  of  purchasing  supplies?  

2 

3 

4.  Do  you  examine  personally  the  purchases  made  of  the  butcher, 
grocer,  ice  man,  etc.,  with  reference  to  getting  full  value?  

4 

5.  Do  you  keep  in  mind  nutritive  food  values,  when  you  plan  your 
meals?  

5 

6.  Have  you  a  fixed  plan  for  your  daily  work?  

6 

7.  Are  your  kitchen  and  pantry  arranged  to  save  steps? 

7 

8.  Have  you  the  advantage  of  a  home  equipped  with  labor-saving 
devices?  

8 

9.  Has  each  member  of  your  family  definite  participation  in  house- 
hold duties?  

9 

10.  Have  you  so  systematized  your  duties  that  you  have  a  period  of 
rest  or  recreation  both  morning  and  afternoon?  

10 

11.  Do  you  apportion  or  budget  your  expenditures?    

11 

12.  Do  you  have  any  system  of  keeping  household  accounts?  

12 

13.  Do  you  keep  a  close  watch  over  the  sanitary  conditions  in  your 
home?  

13 

14.  Do  you  insist  upon  having  windows  in  sleeping  rooms  open  at 
night?  

14 

15.  Have  you  a  special  interest  in  the  problems  that  concern  the  care 
and  rearing  of  children?  

15 

16.  Have  you  read  any  books  on  household  management?  

16 

17.  Do  you  belong  to  any  local  domestic  science  club  or  organization?.  . 

18.  Do  you  devote  a  part  of  your  spare  time  to  self-improvement  along 
the  lines  of  housekeeping?       

17 

18 

19.  Do  you  subscribe  to  or  read  any  magazines  devoted  to  the  prob- 
lems of  housekeeping  and  caring  for  children?  

19 

20.  Are  you  interested  in  lectures  and  courses  in  household  manage- 
ment for  mothers,  daughters,  and  employees  in  the  home?  

20 

294  INDIANAPOLIS  VOCATIONAL  SURVEY 

XV.  SCHEDULE  I. 
Employed  Worker  in  the  Home. 

GENERAL  FACTS  RELATIVE  TO  EMPLOYER'S  HOME. 

1.  Occupation  of  head  of  house 

2.  Do  you  prefer  white  or  colored  employees? Why? 

3.  Do  you  prefer  beginners  with  no  training?  Why? 

4.  How  have  you  obtained  employees? 

5.  To  what  extent  do  you  allow  special  provisions  relative  to  accomodation 

or  privileges  to  enter  into  the  wages  paid? 

6.  State,  if  you  will,  any  special  phases  which  make  present  position  unusual 

in  character,  adding  any  explanatory  information  in  place  (i.  e. :  recog- 
nition of  extra  services,  labor-saving  devices) 

7.  Number  in  family — list  members,  giving  after  each  the  approximate  age 

under  18.     Check  those  who  for  physical  reasons  demand  more  than 
ordinary  attention 

8.  If  courses  in  the  business  of  housekeeping  were  made  available,  what 

courses  would  you  prefer? 

a.  For  yourself? , 

b.  For  your  employee? 

9.  What  encouragement  should  be  given  an  employee  to  take  such  courses 

to  increase  her  efficiency? 

SPECIFIC  FACTS  RELATIVE  TO  WORKER  AND  JOB. 

10.  Position — day,  resident  or  special  worker? If  day  worker, 

what  provision  made  for  carfare  and  meals?  

11.  (a)  Nationality (b)  Age. 

(o)    Married  or  single 

12.  Length  of  service  in  present  position 

13".  What  does  the  worker  do? 

14.  Phases  of  job  best  prepared  to  do 

15.  Phases  of  job  least  prepared  to  do 

REQUIREMENTS. 


16.  Mental 

17.  Physical 

18.  Personal 

19.  General  knowledge  about  the  job 

20.  Special  knowledge  about  the  job  and  skill  in  its  execution . 

21.  Educational. . 


TRAINING  OF  EMPLOYEE. 

22.  Special  training  of  worker  prior  to  present  position 

23.  Special  training  received  after  entering  present  position 

a.  From  mistress 

b.  Other  instruction 

24.  Shortcomings  which  you  feel  may  be  overcome  in  whole  or  in  part,  if 

part-time  or  evening  classes  are  available 


STUDY  OF  HOUSEKEEPING  295 

GENERAL  FACTS  RELATIVE  TO  EMPLOYEES 

25.  How  do  you  obtain  employment? 

26.  Why  did  you  enter  upon  this  occupation? 

27.  Have  you  any  desire  to  enter  another  occupation? 

Why? 

28.  If  foreign  to  city,  give  reasons  for  coming  here 

29.  Hours  of  each  week  belonging  to  employee 

30.  Where  and  how  is  free  time  spent? 

31.  Organizations  with  which  employee  is  affiliated 

32.  List  members  of  employee's  family,  giving  approximate  age.     Check 

those  who  are  physically  incapacitated  and  underscore  names  of  those 
who  are  wage-earners 


XVI.  SCHEDULE  II. 
Housewife. 

EXTENT  AND  KIND  OF  WORK  DONE  BY. 

Family— 

1.  Number  in  household 

2.  Children  of  school  age:  . 

In  school 

At  work 

In  school  and  at  work 

Housing — 

3.  Condition: 

Inside 

Outside 

4.  Number  of  rooms 

5.  Heat 

6.  Ventilation 

7.  Water  supply 

8.  Play  space 

9.  Rent  or  own .» 

10.  Occupation  of  wage-earners. 

11.  Source  of  supplementary  income 

Extent  and  kind  of  work  done  by 

12.  Housewife 

13.  Children  or  other  members  of  family 

14.  Paid  helpers 

Training  of  housewife — 

15.  Previous  to  management  of  the  home 

16.  During  management  of  the  home 

17.  In  what  particular  phases  in  the  management  of  your  home  do  you  feel 

the  need  of_better  preparation? 

18.  Would  you  attend  short  courses? 


296  INDIANAPOLIS  VOCATIONAL  SURVEY 

Training  of  children — 

19.  In  school 

20.  At  home 

Remarks . . 


XVII.     SCHEDULE  III. 

Questions  to  be  Asked  of  Employee   in   Personal   and 
Domestic  Service. 


1.  Nationality? 

2.  How  long  have  you  been  employed  in  personal  or  domestic  service? . 


3.  At  what  age  did  you  enter  upon  this  occupation? . 

4.  How  many  positions  have  you  held? 

5.  What  do  you  as  a  worker  do? 


REQUIREMENTS. 


6.  Mental 

7.  Physical 

8.  Personal 

9.  General  knowledge  about  the  job 

10.  Special  knowledge  about  the  job  and  skill  in  its  execution . 


11.  Educational. 


GENERAL  INFORMATION. 

12.  Did  you  have  any  training  for  domestic  or  personal  service  before  you 

entered  this  field  of  employment? 

At  home  or  in  school? 

13.  Have  you  had  any  school  training  along  these  lines  since  that  time? 

14.  In  what  particular  part  of  your  work  do  you  feel  the  need  of  better 

preparation? 

15.  If  your  employer  would  allow  you  two  hours  per  week  and  your  regular 

time  off,  would  you  take  courses  in  part-time  schools  and  thereby  pre- 
pare yourself  for  promotion  and  a  higher  wage? 

16.  Do  you  like  the  kind  of  work  you  are  doing? 

17.  How  do  you  spend  your  free  time? 


HOUSEKEEPING  ANALYSES 


297 


XVIII.  HOUSEKEEPING  ANALYSES. 


THE  "DOMESTIC  ENGINEER." 


DUTIES. 


EQUIPMENT. 


Establish  system  of  daily  routine. 

Standardize  housekeeping  processes. 

Select  with  intelligent  consideration  of 
both  economy  and  sanitary  condi- 
tions the  commercial  product  used  by 
the  family. 

Wherever  possible,  inspect  processes  of 
manufacture,  contributing  to  busi- 
ness of  housekeeping. 

Watch  daily  market  reports  and  consider 
causes  of  price  of  fluctuations. 

Make  the  family  budget. 

Direct  the  expenditure  for  food,  clothing 
and  housing. 

Physical  qualities. 

Freedom    from    chronic    diseases. 

Average  height  (e.  g.,  kitchen  sinks  are 
placed  for  women  whose  height  is  5 
feet,  3  inches. 

Average  weight. 


All  house  furnishing  adequate  to  main- 
tain the  standard  of  living  held   by 

the  family. 
All  possible  modern  devices  for  saving 

steps,  labor,  time  and  money. 
Mental  qualities. 

Orderly. 

Systematic. 

Cheerful. 

Tactful. 

Patient. 

Calm. 

Initiative. 


298 


INDIANAPOLIS  VOCATIONAL  SURVEY 


THE  "DOMESTIC  ENGINEER." 


SPECIAL   KNOWLEDGE. 


SCHOOL   SUGGESTIONS. 


How  to  apply  principle  of  efficiency  and 
scientific  management. 

Acquaintance  with  commercial  processes 
in  the  manufacture  of  food,  clothing, 
house  furnishing;  with  procedure  in 
the  commercial  laundry,  dairy,  etc.; 
with  elements  entering  into  the  cost 
of  manufacture  and  distribution. 

Elements  of  sanitation,  plumbing,  elec- 
tric wiring,  ventilation,  heating. 

Relative  values  in  food,  clothing,  house 
furnishings.  Common  adulterations. , 

Laws  regulating  weights  and  measures. 

Laws  regulating  cold  storage. 

Laws  regulating  domestic  service  and 
employment. 

How  to  detect  first  symptoms  of  com- 
mon diseases.  "First  aid." 


Stress     general    economic    function    as 

distributor  of  wealth. 
Teach  relative  value  of  food,  clothing, 

house  furnishings. 

Study  work  of  the  Bureau  of  Markets 
in  the  U.  S.  Department  of  Agricul- 
ture: 

Dairy  interest. 
Pure  foods. 

Government  inspection  of — 
Meats. 
Crops. 

Inspect  commercial  processes  contribut- 
ing to  business  of  housekeeping. 
Require     home     laboratory     work     or 

domestic  service  credit. 
Study  production  and  distribution. 
Study  problems  affecting  child  welfare. 
Emphasize    simplicity    in    standard    of 
living. 


HOUSEKEEPING  ANALYSES 


299 


THE  "DOMESTIC  ENGINEER." 


DUTIES. 


GENERAL   KNOWLEDGE. 


Share  responsibilities  of  wage-earner. 

Plan,  prepare  and  serve  meals. 

Market  intelligently. 

Keep  household  accounts. 

Care  of  kitchen,  dining  room,  living 
rooms,  chambers,  bathroom  and  their 
furnishings;  care  of  porches,  walks,  etc. 

Purchase  table  and  bed  linens  and  see 
to  their  care,  repair,  etc. 

Laundry  work. 

Provide  for  family  health,  happiness 
and  comfort. 

Care  and  rearing  of  children  and  en- 
tertain guests. 


Construction  of  the  house. 
Appliances  for  heatiag  and  lighting. 
Sanitary  aspects  of  plumbing. 
Needs  of  family  and  household. 
Systematic  organization  of  work. 
Plain  cooking. 

How  and  where  to  buy  supplies. 
Cleaning    and    care    of   house    and   its 

furnishings. 
Knowledge     of     values     relative     and 

absolute. 

How  to  wash  and  iron. 
How  to  fold   and    put  away   clothing. 
Care  and  rearing  of  children. 


SPECIFIC   KNOWLEDGE. 


House  construction  and  sanitation. 
Standards    of    living    compatible    with 

family  income. 
Daily  and  weekly  routine  of  work  of 

household. 

Application  of  heat  to  foodstuffs. 
Knowledge  of  manipulation  of  apparatus 

as    fireless    cooker,    ranges,    vacuum 

cleaner,  washer,  etc. 
Principles    underlying    construction    of 

menus,    i.    e.:   the    composition    and 

nutritive    value   of   foods    and   their 

place  in  the  diet  in    health  and  in 

sickness. 


General  order  for  cleaning  all  rooms. 

Effects  and  methods  of  application  of 
cleaning  agents  on  silver,  brass,  wood- 
work, etc. 

Care  of  refrigerator  and  other  compart- 
ments where  food  is  kept. 

Use  of  disinfectants  and  deodorizers. 

Knowledge  of  the  wear  and  tear  of  ma- 
terials used  for  table  linen,  clothing, 
drapery  and  curtain  materials,  floor 
coverings,  etc. 

Best  methods  for  laundering  articles 
of  wearing  apparel,  house  trimmings, 
bed  covers,  etc. 

Social  customs  and  how  they  are  to  be 
observed  by  family. 

Details  which  make  for  health. 


300 


INDIANAPOLIS  VOCATIONAL  SURVEY 


REQUIREMENTS. 


MENTAL. 


EDUCATIONAL. 


Self-control,    alertness,    activity,    fore- 
thought, good  judgment  and  reason- 
ing powers,  keen  perception. 
Physical: 

Health,  vigor,  food,  eyesight  and 
hearing;  ability  to  carry  out  daily 
routine  without  noticeable  fatigue. 


Elementary    education,    knowledge    of 
business     methods;       knowledge     of 
house  sanitation. 
Domestic  science  and  art. 
Household  management. 
Capable     understanding     problems     of 

child  care. 
Personal : 

Self-poised,  neat  and  clean,  orderly, 
energetic,  gentle,  sympathetic, 
patient,  tactful,  cordial,  hospitable, 
capable  of  adaptability  of  means 
to  an  end. 


HOUSEKEEPING  ANALYSES 


301 


UNIFORM  KNOWLEDGE. 


GENERAL   KNOWLEDGE,   HOUSEHOLD   DUTIES,    HYGIENE. 


Selection  of  home: 

Size  and  style  of  house. 

Situation  and  foundation. 

Closets. 

Kitchen    and    pantry    arranged    for 
convenience. 

Finish. 

Chimney  and  furnace  pipes. 

Plumbing. 

Drainage. 
Study  of  food  values  and  their  relation 

to  health. 
Curative    properties   of     food,    fruits, 

vegetables  and  meats. 
Value  of  thorough  mastication  of  food. 
Purchasing  of  food  supplies. 
Going  to  market,  buying  at  grocery,  by 

phone  from  peddlers. 
Knowledge     of     muscular     system     of 

amimals,  game,  poultry. 
Care  and  purchase  of  general  supplies. 
Buying  milk,    butter  and  eggs. 
Preparation  of  food. 
Serving  of  meals. 
Washing  dishes. 


Care  of  utensils : 

Tableware. 

Tinware. 

Woodenware. 

Teakettle. 

Teapots  and  coffeepot. 

Refrigerator. 

Sink,  etc. 
Care  of  silver,  china,  glass,  copper  and 

brasses. 

Care  of  plumbing. 
Care  for  fuel,  kinds. 
Care   of  heating  stoves,  range,  grate, 

furnace. 
Care  for  lighting  appliances — oil  lamps, 

gas,  etc. 
Care  of  carpets: 

To  keep  from   turning  at  the   corners. 
To  sweep  a  carpet. 
To  clean  any  rug. 
To  return  color  to  a  carpet. 
To  scrub  a  carpet. 
Use  and  care  of  matting. 
Care  of  linoleum  and  oilcloth. 
Cleaning  bathroom: 
Pipe,    bathtub,    bowls,     sponges,    taps 

and  trimmings. 
Washing  windows. 


302 


INDIANAPOLIS  VOCATIONAL  SURVEY 


UNIFORM   KNOWLEDGE. 


GENERAL   KNOWLEDGE,   HOUSEHOLD   DUTIES.   HYGIENE. 


Laundry  work: 

Soaking  clothes. 

Taking  out  ink  stains. 

Washing  flannels. 

Washing  gingham  and  calicoes. 

Washing  with  various  chemical  aids, 
kerosene,  etc. 

Rinsing,  bluing,  starching,  sprinkling, 
rolling  tightly. 

Ironing,  folding: 

Board,  blanket  irons. 

Washing  blankets  and  comfortables. 
Exterminiation  of  household  pests: 

Flies,  moths,  silver  and  buffalo;  fleas; 
ants,  red  and  black;  book  worms; 
roaches;  mosquitos;  rats  and  mice; 
bedbugs. 
First  aid: 

Burns  and  scalds,  frost  bites; 
snake  and  poisonous  bites;  crushed 
fingers  and  toes;  sprains;  choking 
child;  sunburn;  earache;  care  of 
eyes,  teeth  and  feet;  wasp,  bee 
and  hornet  stings,  hives;  prickly 
heat,  etc. 
Nursing  the  sick : 

Suitable  room. 

Furnishing  room. 

Light,  air,  ventilation. 

Cleaning  of  room. 

Flowers. 

Extra  blankets. 

Visitors. 

Value  of  cheerfulness. 


Personal  hygiene: 

Breathing  exercises. 

Helpful  gymnastics. 

Bathing. 

Proper  sleeping  room  conditions. 

Proper  amount  of  sleep. 

Remedies   for   insomnia,    nightmare, 

snoring. 

Use  of  ordinary  tools. 
Mending,    darning,    patching,    making 

over. 

Canning  fruit,   making  jelly  and   pre- 
serves. 
New  labor-saving  devices. 


HOUSEKEEPING  ANALYSES 


303 


EDUCATIONAL  REQUIREMENTS. 


GENERAL  KNOWLEDGE,   HOUSEHOLD   DUTIES,   HYGIENE. 


Cooking  and  serving  of  meals. 

History     of     foods,     preparation     and 

manufacture. 

Chemistry    of   foods    and    dietetics. 
Physiology  and  hygiene. 
Bacteriology  and  biology. 
Economics  and  sociology. 
Household  physics. 
Laundering. 
Home  nursing  and  invalid  cookery. 


Budgeting     expenditure     and     keeping 

household  accounts. 
Household  sanitation  and  decoration. 
Training    in    efficiency    to    work    out 

schedules  for  simplifying  housework. 
Knowledge  of  textiles. 
Sewing,  dressmaking,  millinery. 
Repairing,  making  over  and  renovating 

clothing. 
Bacteriology  and  biology. 


304 


INDIANAPOLIS  VOCATIONAL  SURVEY 


THE  HOUSEHOLD  EMPLOYEE. 


DUTIES. 


GENERAL   KNOWLEDGE. 


Planning,    preparation    and    serving   of 

meals. 
Care  of  kitchen,  dining  room,  pantries, 

cellar,    living    rooms,    chambers    and 

bathroom     and      their      furnishings; 

sweeping,     scrubbing     porches     and 

walks:  sprinkling,  etc. 
Attendance  at  door  and  telephone. 
Laundry  work. 


Systematic  organization  of  work  of 
household. 

How  to  plan,  prepare  and  serve  meals. 

Cleaning  and  general  care  of  kitchen, 
dining  room,  chambers,  living  room, 
etc. 

Care  of  furniture,  silver,  brasses,  wood- 
work, etc. 

How  to  wash  and  iron. 

Social  customs  of  positions. 

How  to  help  with  children. 


SPECIFIC   KNOWLEDGE. 


Daily  and  weekly  routine  of  work  of 
household. 

Application  of  heat  to  foodstuffs. 

Knowledge  of  manipulation  of  ap- 
paratus as:  Fireless  cooker,  ranges, 
vacuum  cleaner,  washer,  etc. 

Principles  underlying  construction  of 
menus,  i.  e.,  the  composition  and 
nutritive  value  of  foods  and  their 
place  in  the  diet  in  health  and  in 
sickness. 


Effects  and  methods  of  application  of 
cleaning  agents  on  silver,  brass,  wood- 
work, etc. 

Care  of  refrigerator  and  other  com- 
partments where  food  is  kept. 

Use  of  disinfectants  and  deodorizers. 

General  order  for  cleaning  all  rooms. 

Best  methods  for  laundering  of  clothes, 
table  and  bed  linens,  drawn  work, 
embroidery,  etc. 


HOUSEKEEPING  ANALYSES 


305 


THE  HOUSEHOLD  EMPLOYEE. 


MENTAL  REQUIREMENTS. 


PERSONAL  REQUIREMENTS. 


Quickness  of  perception;  good  reason- 
ing powers  and  judgment;  ability  to 
take  suggestions  and  criticisms ;  alert- 
ness,  self-control;  intuition. 
Thoroughness;  power  of  concentra- 
tion; adaptability. 
Physical : 

Robust  health,  strong,  good  physique, 
able  to  perform  usual  tasks  of  every 
day;  good  eyesight;  good  hearing; 
free  from  contagious  'disease. 


Clean,    neat,    orderly.     Self-respecting; 

dependable,     deliberate ;     self-poised ; 

quiet,     unobtrusive     manner;    quick 

and  light  of  foot;  energetic;  initiative; 

kind;     gentle;     amiable;     punctual; 

conscientious ;      patient ;      respectful ; 

honest. 
Educational : 

Read  and  write;  understand  simple 
mathematical  processes. 

Should  understand  business  methods. 

Course  in  cooking. 

Course  in  serving  at  formal  and  in- 
formal entertainments. 

Course  in  laundry  work,  i.  e.:  prin- 
ciples of  washing  and  ironing. 


6647—20 


306 


INDIANAPOLIS  VOCATIONAL  SURVEY 


THE  HOME  LAUNDRESS. 


OPERATIONS. 


APPURTENANCES  AND  UTENSILS. 


Setting  tubs  and  wringer. 

Putting  clothes  to  soak. 

Taking  out  stains. 

Sorting  clothes. 

Washing  flannels. 

Treating    ginghams,     calicoes,     colored 

cottons  and  linens  to  prevent  fading 
Scalding  clothes. 
Rinsing. 
Bluing. 

Making  starch. 
Starching  clothes. 
Caring  for  line  and  clothespins. 
Caring    especially    for    drying    colored 

clothes. 

Removed  dried  clothes  from  line. 
Sprinkling     and     rolling      tightly     for 

ironing. 
Ironing. 

Folding  clothes. 
Putting  clothes  away. 


Tubs,  stationary  or  portable. 

Wringer. 

Washing  machine: 

Electric. 

Water  power. 

Gasoline  motor. 

Hand. 
Washboard. 
Bench. 

Clothesline  and  clothespins. 
Clothes  baskets. 
Boiler. 

Saucepan  and  wooden  spoon  for  starch- 
making. 
Dipper. 
Stove. 

Rubber  apron. 
Ironing  board. 
Irons: 

Electric,   gasoline,   acetylene  or  sad. 
Trivet. 

Clothes  horse. 
Soap. 
Washing  chemicals: 

Sal    soda,    ammonia,    javelle    water, 

borax,  kerosene,  etc. 
Mangle. 
Dryer. 


HOUSEKEEPING  ANALYSES 


307 


THE.  HOME  LAUNDRESS. 


SPECIAL   KNOWLEDGE. 


REQUIREMENTS. 


General: 

Sequence  of  processes  connected  with 
laundry  operations. 

Caring  for  health  when  going  over- 
heated from  laundry  to  open  air. 
Technical : 

Chemical  reaction  of  washing  powders 
and  fluids  on  soiled  colored  cottons 
or  woolen  fabrics. 

Nature  of  textiles  and  fabrics. 

Practical  chemistry  involved  in  the 
handling  of  waters,  soaps,  bleach- 
ers, stains  and  adulterations  in 
cloth. 


Physical : 

Good   health   and    a   good    constitu- 
tion. 
Mental  and  personal: 

Conscientious. 

Orderly  and  systematic. 

Neat  and  clean. 
Educational: 

Course  in  laundry  in  technical  school. 

Reading  bulletins  and  books  and 
articles  in  household  magazines 
on  how  to  do  laundry  work. 

Making  a  study  of  how  to  so  system- 
atize the  laundry  work  that  the 
least  degree  of  energy  is  expended. 


/308 


INDIANAPOLIS  VOCATIONAL  SURVEY 


STANDARD  PRACTICE  IN  DISHWASHING. 


APPURTENANCES  AND  UTENSILS. 


PROCESSES. 


Dishpan. 

Rinsing  pan. 

Draining  pan  and  basket. 

Dish  cloth." 

Dry  dish  towels. 

Boiling  water. 

Soap 

Wasliing  soda. 

Soap  shaver. 

Plate  scraper. 

Sink  with  a  draining  board  on  the  left, 

and  one  on  the  right. 
Mop. 
Combination  wire  bristle  brush. 


Put  pots  and  pans  and  cooking  utensils 

that  need  it  to  soak.     This  should  be 

done  before  the  meal  is  served. 
Clear  the  dining  table. 
Scrape  and  stack  the  dishes. 
Set  out  rinsing  and  draining  pan  basket. 
Fill  dishpan  half  full  of  hot  soapy  water. 
Fill   rinsing   pan   three-quarters   full   of 

very     hot     water.     Put     basket     in 

rinsing  pan. 

Wash  glasses  and  glass  dishes. 
Place  in  draining  pan. 
Put  silver  to  soak  in  dishpan. 
Lift  basket  into  draining  pan. 
Dry  glassware  and  set  aside. 
Return  basket  to  rinsing  pan. 
Wash,  rinse  and  dry  in  similar  manner: 

Silver. 

Small  china  pieces. 

Rest  of  china. 

Crockery 

Pots  and  pans. 
Scour  steel  knives  and  forks. 
Put  dishes  away. 
Empty  dishpan. 
Use   rinsing    water    to    wash    pan    and 

lunch  basket. 
Scrub  the  table  sink. 
Wash  the  towels  and  dishcloth  in  hot 

water  at  least  once  a  day. 
Rinse  and  hang  to  dry  in  open  air. 
Polish  or  rub  off  the  stove. 


HOUSEKEEPING  ANALYSES 


309 


CLEANING  A  GAS  STOVE. 


APPARATUS. 


PROCESSES. 


Stove  apron. 

Some  old  newspapers. 

Wire  sink-brush. 

Monkey  wrench. 

Whisk  broom. 

Dustpan. 

Dishpan. 

Hot  soap  suds. 

Sink  towel. 

Several  pieces  of  old  cloth. 

Soap. 

Washing  soda. 

Separator  oil. 


Put  on  apron  and  spread  papers  on  table. 
Turn  off  gas  at  main  supply  pipe,  using 

the  monkey  wrench. 
Fill  dishpan  with  strong,  hot  soap  suds, 

put  dripping  pan  and  rack  and  any 

removable    nickle    pieces    from    the 

stove  to  soak  in  the  hot  suds. 
Put  top  grates  and  all  movable  pieces 

to  soak  in  hot  soda  water. 
Brush  out  the  ovens  and  all  parts  of  the 

stove  frame. 
Wet  one  of  the  old  cloths  in  hot  water, 

rub  soap  on  it  and  wash  off  the  stove. 

Dry  with  an  old  cloth. 
Oil  the  black  parts  with  separator  oil 

and  polish  thoroughly  with  a  piece 

of  old  dry  cloth. 
Put  fresh  hot  water  on  the  pieces  that 

have  been  removed  from  the  stove. 
Scrub  with  wire  brush.     Dry,   put  on 

table,   oil  and  polish  and  return  to 

stove. 

Scrub  nickle  piece  thoroughly. 
Dry,  polish  and  return  to  place. 
Scrub,  rinse  and  dry  the  tray. 
Burn  all  old  cloths. 


310 


INDIANAPOLIS  VOCATIONAL  SURVEY 


CLEANING  A  ROOM. 


APPURTENANCES  AND 
APPARATUS. 


PROCESSES. 


Cheesecloth  dust  cloth. 

Damp  flanelette  dust  cloth. 

Dustless  mop. 

Broom. 

Carpet  sweeper  or  electric  sweeper. 

Whisk  broom. 

Furniture  polish. 

Wax  for  floors. 

Stepladder. 


Air  the  room. 

Dust  nicknacks,  remove  to  place  of 
safety  and  cover. 

Clean  the  grate,  registers  or  steam- 
pipes. 

Clean  stove,  blacken  and  polish. 

Remove  the  less  heavy  pieces  of  furni- 
ture. 

Cover  open  bookcases. 

Clean  with  carpet  sweeper  all  small 
rugs,  hang  in  the  open  air. 

Sweep  the  carpet  with  the  sweeper. 

The  mop  may  be  dampened  if  the  floor 
is  not  waxed. 

Wax  the  floor. 

Move  heavy  furniture  so  that  no  dust 
be  left  under  it. 

Polish  woodwork  or  floors  with  kerosene 
or  some  floor  preparation. 

Clean  woodwork. 

Wipe  with  damp  cloth. 

Dry  immediately. 

Polish. 

Use  stepladder  for  high  places. 

Take  dust  out  of  all  corners. 

Dust  and  polish  furniture. 

Return  to  proper  places. 

Dust  window  glass  and  window  ledges. 

Wipe  up  the  dust.  Be  careful  not  to 
scatter. 

Wipe  fingermarks  from  electric  light 
button  plates. 

Arrange  window  shades  before  leaving 
the  room. 

Care  for  cleaning  apparatus. 

Empty  and  dust  carpet  sweeper. 

Put  away   mop.     Wash  If  necessary. 

Wash  duster. 


PART  III. 

A  STUDY  OF  APPRENTICESHIPS,  TRADE  UNION 
REGULATIONS  AND  TYPES  OF  EDU- 
CATIONAL AGREEMENTS. 


1.  PRESENT  CONDITIONS. 

Progress  is  ever  accompanied  by  the  discarding  of  old  methods 
of  industry  or  by  their  modification  to  meet  new  conditions. 
Although  the  present  system  of  apprenticeship  is  unlike  the 
old,  still  it  has  not  undergone  a  change  sufficient  to  solve  the 
question  of  supplying  an  adequate  number  of  journeymen  to 
care  for  the  skilled  trades.  Both  employers  and  employees 
agree  that  the  system  is  not  equal  to  the  demands  put  upon  it. 
Because  it  worked  satisfactorily  in  the  past,  is  no  reason  why  it 
will  succeed  to-day. 

In  any  of  the  skilled  trades,  a  worker  must  be  trained  care- 
fully for  many  years  before  he  may  become  a  master  workman. 
In  the  time  of  guilds  a  boy  was  indentured  by  his  parents  or 
guardians  to  a  master  of  the  desired  craft.  The  said  boy  became 
a  member  of  the  family  of  his  teacher  and  received  his  teaching 
and  board  in  return  for  his  services.  To-day  he  remains  with 
his  parents  or  guardians,  receiving  a  wage  in  return  for  his 
services,  a  wage  which  increases  as  his  skill  in  his  art  grows. 

A  finished  apprentice  or  journeyman  in  any  given  trade 
implies  a  man  proficient  in  every  line  of  his  work.  In  modern 
times,  the  trend  has  been  toward  specialization,  i.  e.,  there  has 
been  a  tendency  for  men  to  learn  only  a  part  of  a  given  trade. 
The  reason  for  this  is  apparent.  For  one  thing,  the  immediate 
wage  is  always  higher  and  that  is  sure  to  appeal  to  the  average 
boy.  Again,  with  the  great  demand  for  labor,  employers  encourage 
specialization  as  a  short  cut  to  obtain  efficient  service.  By  this 
method  an  employee  becomes  a  part  of  his  machine — an  auto- 
maton. He  learns  the  how  of  his  duty  but  not  the  why  of  it. 
Just  as  a  machine  will  produce  one  product,  so  do  these  specialists. 
In  case  a  new  machine,  one  which  can  do  this  work  better,  is 

(311) 


312  INDIANAPOLIS  VOCATIONAL  SURVEY 

invented,  the  old  machinery  is  supplanted.  It  follows  that 
many  machine  hands  are  of  no  more  value  to  their  factory  than 
the  discarded  machinery.  They  have  done  one  thing  so  long 
that  it  is  difficult  for  them  to  learn  something  new.  They  have 
no  comprehension  of  the  product  as  .a  whole,  and  their  long 
period  of  service  at  monotonous  machine  work  has  not  tended 
to  make  them  quick  to  take  up  a  new  line  of  work.  In  the  making 
of  an  intricate  piece  of  machinery,  they  have  no  idea  of  the  mean- 
ing or  ultimate  use  of  the  part  on  which  they  are  working.  If 
these  workers,  before  specializing,  had  passed  through  a  thorough 
system  of  apprenticeship,  their  knowledge  of  the  business  as  a 
whole  would  have  made  it  easy  for  them  to  adapt  themselves  to 
new  conditions  as  they  arise. 

A  workman  who  has  not  a  comprehensive  view  of  the  part 
which  his  duty  plays  in  the  output  of  his  concern  will,  on  the  face 
of  it,  have  but  one  interest  in  his  work,  i.  e.  the  amount  of  earnings 
it  will  return  to  him  in  a  given  time.  Such  an  employee  will, 
consequently,  be  more  interested  in  the  quality  than  in  the  quan- 
ity  of  that  which  he  is  producing  and  an  inferior  product  will 
be  produced. 

It  has  been  stated  that  both  employers  and  employees  realize 
that  this  condition  prevails.  However,  the  employers  as  a  whole 
have  not  done  as  much  in  the  past  to  remedy  it  as  have  the  trade 
unions.  An  employer  who  has  guaranteed  a  certain  output  by 
a  given  date  is  more  interested  in  the  filling  of  that  contract 
than  he  is  in  the  training  of  skilled  labor.  For  this  reason,  he 
has  acquired  the  habit  of  "picking  up"  his  journeymen.  If  he 
is  able  to  obtain  a  sufficient  number  of  efficient  employees  without 
training  them,  why  should  he  take  the  time  of  his  skilled  men 
to  train  others?  This  has  been,  and  is,  the  attitude  of  a  large 
per  cent  of  manufacturers.  It  is  not  strange  then  that  in  times 
when  a  factory  is  compelled  to  take  on  a  lot  of  new  men,  many 
who  are  but  semi-skilled  are  employed.  That  a  semi-skilled  man 
is  as  valuable  on  a  machine  as  a  skilled  worker  is  a  fallacy  that 
many  factory  owners  are  discovering.  He  may  turn  out  almost 
as  much  work,  but  supervision  soon  brings  to  light  the  fact  that 
the  product  is  always  inferior  and  that  the  wear  on  the  machines 
is  greater.  Many  employers  recognize  the  fact  that  their  negli- 
gence in  the  training  of  apprencties  is  going  to  materially  affect 
the  number  of  journeymen  of  to-morrow;  still,  it  is  not  surprising 
that  they  leave  to  the  manufacturers  who  follow  them  the  solving 
of  this  problem. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    313 

The  above  attitude  is  that  of  many  employers.  However, 
that  some  of  them  are  waking  up  to  the  gravity  of  the  situation 
is  seen  by  the  fact  that  in  1916  the  National  Founders'  Association 
of  Manufacturers,  the  National  Metal  Trades  Association,  the 
National  Typothetae  and  Franklin  Clubs  of  America,  and  the 
National  Machine  Tool  Builders'  Association  met  in  a  joint 
convention  because  they  were  alive  to  the  fact  that  some  plans 
for  the  training  of  apprentices  must  be  perfected  unless  they 
expected  the  product  of  their  individual  plants  to  deteriorate. 
Many  manufacturers  have  hitherto  realized  this  condition  but 
one  employer  can  not  remedy  it.  The  fact  has  been  recognized 
that  if  one  or  even  a  few  of  them  establish  a  system  of  appren- 
ticeship, and  the  bulk  of  the  smaller  establishments  do  not,  it 
is  evident  that  after  a  man  has  been  trained  to  be  of  value  to  his 
employer,  other  employers  will  engage  him;  i.  e.,  an  employer 
would  be  spending  his  nomey  training  a  skilled  man  for  the  use 
of  his  competitors  in  business. 

For  a  long  time  the  trades  unions  have  realized  that  a  great  part 
of  their  strength  lay  in  the  superior  skill  of  their  journeymen.  They 
know  that  the  relation  between  the  employer  and  the  employees 
rests  on  a  purely  business  basis — the  former  being  willing  to  pay 
well  for  efficient  labor.  This  last,  the  journeymen  have  prepared 
themselves  to  sell.  They  know  that  an  employer  will  have  a 
little  difficulty  in  purchasing  general  labor  and  that  it  is  efficiency 
that  will  command  the  greatest  return.  However,  journeymen 
are  also  aware  that  there  are  many  difficulties  in  the  path  of 
apprentices — difficulties  which  make  it  hard  for  those  in  training 
to  become  the  efficient  laborers  which  the  skilled  trades  demand 
and  for  whom  the  employers  are  more  than  willing  to  pay.  Many 
journeymen  have  learned  through  bitter  experience  things  which 
should  have  been  taught  them  during  their  apprenticeship  period. 
Therefore,  in  those  trades  whose  employees  have  the  strongest 
organization,  there  are  found  the  most  complete  trade  agree- 
ments for  training  of  apprentices. 

Some  of  the  best  organized  trades  (the  unions  of  printers, 
boilermakers,  bricklayers,  masons,  marble  setters,  and  elec- 
trical workers)  are  so  cognizant  of  this  condition,  that,  realizing 
the  lowering  of  the  standard  in  skill  of  their  members,  they  have 
tried  by  trade  agreements  to  make  it  impossible  for  such  a  con- 
dition to  continue  in  their  crafts.  In  many  cases  the  period  of 
time  to  be  spent  at  any  one  kind  of  work,  or  on  any  one  duty, 
is  clearly  specified.  In  some,  the  apprentice  is  required  to  pass 


314  INDIANAPOLIS  VOCATIONAL  SURVEY 

examinations  at  certain  intervals.  In  others,  there  is  compul- 
sory attendance  at  certain  classes.  Again,  apprentices  must 
pass  a  probation  period  and,  in  case  they  show  no  aptitude  for 
their  work,  they  may  either  leave  of  their  own  accord  or  they 
may  be  asked  to  leave. 

The  trades  unions  have,  furthermore,  by  agreements,  limited  the 
number  of  apprentices  in  their  own  crafts.  This  is  expected  to 
prevent  the  overcrowding  of  an  industry,  thus  making  it  possible 
to  keep  the  wages  of  journeymen  at  a  standard  rate  and  high 
enough  to  attract  enterprising  young  men.  It  might  be  supposed 
that,  because  trade  organizations  by  trade  agreements  control 
the  number  of  apprentices  in  the  given  trades,  enterprfsing 
young  men  are  being  kept  out  of  the  various  lines  of  industry. 
A  study  of  Table  I  will  bring  to  light  the  fact  that  employers 
in  the  crafts  shown  in  the  table  have  not  taken  up  their  full  quota 
of  apprentices.  Out  of  the  40,557  employees  tabulated  in  this 
Survey,  there  were  reported  but  533  apprentices.  Looking  at  it 
another  way,  for  every  1,000  workmen  in  these  industries,  there 
are  but  thirteen  who  are  being  trained  to  become  journeymen 
in  the  skilled  trades.  (Just  what  number  the  full  quota  of  ap- 
prentices would  be,  based  on  the  data  furnished,  can  only  be  made 
approximately.  Still,  a  rough  estimate  seems  to  point  out  that 
these  533  apprentices  comprise  not  more  than  twenty-three  per- 
cent of  the  number  a  full  quota  would  permit.) 

Training,  Cost  of  Training,  and  Reasons  for  Turnover. 

1.  Many  employers  regard  apprentices  as  an  economic  invest- 
ment rather  than  as  persons  to  be  educated.     Would-be  appren- 
tices know  this  and  hesitate  to  take  this  means  of  learning  a  craft. 

2.  Some  few  journeymen  fear  that  the  training  of  appren- 
tices implies  future  journeymen  who  may  supplant   them,    and 
as  a  result  make  conditions,  as  difficult  as  possible  for  the  appren- 
tice.    A  boy  contemplating  the  entering  of  a  given  industry  will 
hear  more  about  these  few  than  about  the  great  majority  who 
conscientiously  will  help  him  as  far  as  conditions  may  permit. 

3.  Juvenile  employments  attract  children  because  the  immediate 
wage  is  fair,  the  duties  are  not  arduous,  and  no  terms  of  inden- 
tures accompany  them. 

4.  Leaving  the  industry.     Conditions   in   factories   are   often 
such  that  an   apprentice  becomes  discouraged   and   leaves  the 
industry. 

5.  Conditions  tend  to  send  apprentices  elsewhere.     Those    per 
sons  having  charge  of  the  early  training  of  boys  fail  to  teach 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    315 

them  that  life  is  not  always  pleasant  and  easy.  Therefore,  the 
hard  work  required  of  an  apprentice,  and  the  heat,  noise  or  other 
unpleasant  features  of  a  factory  or  shop  tend  to  send  apprentices 
elsewhere. 

6.  Do  not  care  to  try  again  in  another  industry.  Sometimes  a 
boy  endeavors  to  learn  a  trade  for  which  he  has  no  adaptation. 
There  may  follow  a  discouragement  so  acute  that  he  will  not 
care  to  try  again  in  another  industry. 

The  cost  of  turnover.  The  above  reveals  most  emphatically 
that  a  large  labor  "turnover"  is  found  to  exist  in  establishments 
where  no  system  of  training  is  provided. 

A  definite  knowledge  of  costs  will  show  where  the  greatest  em- 
phasis ought  to  be  placed  in  efforts  to  reduce  the  "turnover."  More- 
over, it  will  act  as  a  guide  in  accurately  deciding  how  much  to 
spend  on  apprentice  instruction  and  improved  employment 
methods,  and  especially  to  give  knowledge  of  an  employee's 
increasing  usefulness  to  an  establishment  as  a  basis  for  making 
wage  increases  for  long  service. 

There  Are  Two  Ways  in  Which  This  Tremendous  Turnover 
Can  Be  Reduced. 

If  Indianapolis  employers  will  undertake  to  immediately 
engage  apprentices  through  an  indenture  system,  take  up  the 
full  quota  or  ratio  as  is  shown  by  the  agreements  between  them- 
selves and  the  unions,  the  first  step  will  be  accomplished.  Em- 
ployers agree  that  the  greatest  fault  of  the  youth  in  business 
is  his  instability.  It  is  perfectly  obvious  that  the  aforesaid 
system  of  indenture  will  tend  to  stabilize  the  labor  force.  A 
boy  will  seriously  think  over  the  occupation  he  wished  to  enter 
because  he  will  know  that  an  indentureship  will  eliminate  his 
learning  it  at  will. 

This  great  turnover  of  labor  may  be  reduced  in  a  second  way, 
i.  e.,  by  means  of  trade  and  educational  agreements  made  between 
the  major  industries  of  Indianapolis  and  the  city  schools.  The 
aforesaid  recommendations  must  guarantee  to  prospective  appren- 
tices that  after  completing  two  years'  industrial  training  in  .the 
schools,  they  will  receive  a  wage  equivalent  to  that  of  an  advanced 
apprentice  of  the  third-year  type. 

It  is  needless  to  say  that  with  the  indenture  system  in  vogue, 
and  with  the  majority  of  the  industries  recognizing  the  worth 
of  trade  and  educational  agreements,  the  industrial  situation 
in  Indianapolis  will  be  materially  changed  within  the  next  five 
years. 


316  INDIANAPOLIS  VOCATIONAL  SURVEY 

Variables  in  the  Cost  of  Turnover. 

(1)  Cost  varies  by  classes  of  skill  of  employees  hired. 

a.  Highly  skilled,  all-around  machinists  or  master  workmen. 

a.  Require  little  instruction. 

b.  Are  easy  on  machines. 

c.  Are   economical   with   supplies. 

d.  Soon  reach  normal  output. 
e<  Scrap  minimum  of  product. 

b.  Semi-skilled  men — "operatives" — who  have  operated  some  one  or  two 
machines  just  long  enough  to  make  production  on  those  machines. 

a.  Require  instruction  on  new  jobs. 

b.  Are  harder  on  machines. 

c.  Careless  with  supplies. 

d.  Do  not  soon  reach  normal  output. 

e.  Have  high  scrap  average. 

c.  Unskilled   operatives. 

a .  Require  still  more  instruction. 

b.  Deadly  on  machines. 

c.  Wasteful  of  supplies. 

d.  May  never  reach  normal  output. 

e.  Scrap'  as  much  as  they  produce. 

d .  Laborers. 

a.  Require  little  instruction  and  get  less. 

b.  Don't  use  machines. 

c.  Can't  waste  many  supplies. 

d.  Have  short  learning  periods. 

e.  No  scrap. 

(2)  Cost  results  will  vary  according  to  completeness  of  analysis. 

ANALYSIS  MUST  CONSIDER  THE  FOLLOWING  ITEMS: 

a.  Cost  of  hiring,  the  only  item  which  has  a  tendency  to  go  up  with  the 
reduction  of  turnover,  because  it  is  the  only  factor  on  a  "production" 
basis. 

b.  Cost  of  apprentice  instruction. 

c.  Cost  of  added  wear  and  tear  on  equipment  operated  by  green  hands. 

d.  Cost  of  reduced  production  on  machines  operated  by  green  hands  when 
payment  is  not  strictly  proportional  to  output. 

e.  Cost  of  increased  plant  necessary  to  make  up  production  lost  on  mach- 
ines operated  by  green  hands. 

f.  Cost  of  scrap  over  and  above  the  amount  normal  for  experienced  men. 

g.  Cost  of  waste  over  and  above  the  amount  normal  for  experienced  men. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    317 

In  none  of  the  trade  agreements  studied  could  a  boy  become  an 
apprentice  until  he  had  at  least  reached  the  age  of  sixteen.  A  large 
per  cent  of  apprentices  are  boys  who  have  left  school  one  or  two 
years  prior  to  the  age  required  for  apprentices.  According  to 
the  laws  of  the  State  of  Indiana  these  children  must  become 
permit-workers.  A  reading  of  the  occupations  of  the  permit- 
workers  will  soon  make  it  evident  that  a  year  or  two  in  one  or 
more  of  these  juvenile  occupations  will  be  more  apt  to  unfit 
than  to  prepare  a  boy  to  become  an  apprentice.  In  other  words, 
the  quality  of  an  apprentice  depends  in  a  large  measure  on  the 
way  in  which  the  years  just  prior  to  his  apprenticeship  are  passed. 

The  system  as  it  exists  to-day  does  not  include  the  technical  train- 
ing often  essential  for  an  intelligent  comprehension  of  all  phases  of 
an  industry.  In  such  industries  as  the  automobile  business, 
metal  trades,  and  cabinet-making,  the  ability  to  make,  read  and 
execute  a  blueprint  is  a  requisite  to  the  making  of  an  all-around 
journeyman.  This  art  can  not  be  taught  in  a  shop  where  work 
is  in  progress.  There  is  necessary,  also,  a  knowledge  of  such 
subjects  as  mechanical  drawing,  mensuration,  simple  problems 
in  physics;  a  minor  knowledge  of  chemistry,  the  fundamental 
processes  in  arithmetic  and  a  thorough  knowledge  of  physiology 
and  hygiene.  These  subjects  may  all  be  taught  in  classes — 
part-time,  dull-season,  or  evening. 

On  the  other  hand,  such  crafts  as  the  above  mentioned  can  not 
be  taught  entirely  in  the  classroom  any  more  than  can  a  finished 
journeyman  be  produced  by  shop  work  only.  It  is  apparent 
that  these  two  phases  of  the  training  must  go  hand  in  hand. 
Both  employer  and  employee  understand  the  necessity  for  such 
instruction.  It  has  already  been  stated  that  some  labor  organ- 
izations demand  compulsory  attendance  at  evening  classes.  The 
Pattern  Makers  League  of  North  America  compels  the  appren- 
tice to  be  registered  in  a  technical  training  school.  The 
Typographical  Union  No.  1,  requires  its  apprentices  to  take  the 
International  Typographical  Union  course  in  printing.  Inter- 
national Holders  endeavor  to  have  their  apprentices  take  a  course 
in  a  technical  school  "in  order  to  obtain  as  thorough  a  knowledge 
of  the  trade  as  possible. ' '  Employers  have  instituted  lecture  courses 
for  employees  and  are  requiring  their  attendance.  All  of  which 
goes  to  show  that  the  need  of  technical  instruction  in  classes  is 
becoming  felt  by  both  parties  concerned  in  the  apprenticeship 
system. 


318  INDIANAPOLIS  VOCATIONAL  SURVEY 

Just  what  part  the  schools  may  play  in  the  training  of  appren- 
tices is  a  part  of  the  work  of  this  Survey.  It  is  plain  that  work  in 
the  shops  and  technical  training  are  both  essential  to  the  education 
of  an  apprentice.  It  is  also  agreed  that  the  shop  training  for 
any  given  industry  is  obtained  better  in  the  shops  of  the  factories 
themselves  than  in  school  shops.  Therefore,  trade  agreements 
must  be  made  by  which  apprentices  are  compelled  to  attend  the 
schools;  second,  employers  should  specify  their  willingness  to 
allow  the  apprentices  time  to  attend  such  classes;  third,  specified 
courses  of  instruction  must  be  decided  upon;  fourth,  the  time 
at  which  the  classes  are  to  meet. 

Vocational  Education  Can  Assist  in  the  Training  of  Apprentices  in: 

1.  Evening  classes — formed  especially  to  give  instruction  to 
men  who  have  been  in  an  industry  some  time. 

2.  Part-time  classes.     Apprentices  lose  no  pay  for  time  spent 
in  these  classes  and  are  taught  technicalities  about  their  craft, 
which  they  can  not  obtain  in  the  shop. 

3.  Dull-season  classes.     The  attendance  at  these  should  be 
required  of  all  apprentices  whose  trade  has  seasonal  activities. 

4.  Prevocational  work  of  one  or  more  years  prior  to  a  boy's 
entering  a  given  industry. 

It  is  believed  that  schools  for  prevocational  training  would  solve 
the  question  of  the  boy  fourteen  to  sixteen  years  of  age.  It  is  shown  in 
another  part  of  this  Survey  under  data  about  families  of  permit- 
workers  that  a  large  per  cent  of  them  leave  school  for  reasons  other 
than  economic  pressure.  If  these  children  were  made  to  realize  that 
by  remaining  in  school  until  they  were  16  they  were  able  to  re- 
ceive a  part  of  an  apprenticeship  training  in  the  classroom, 
many  of  them  would  remain. 

Journeymen  in  the  various  trades  realize  of  what  great  value 
technical  training  would  have  been  to  them,  and  have  signified  their 
willingness  on  one  condition  to  revise  their  rules  concerning  appren- 
tices to  include  technical  training  in  the  schools,  i.  e.,  that  there 
will  be  trained  no  more  apprentices  than  the  various  industries 
are  able  to  assimilate. 

The  building  trades,  employing  16.9  per  cent  of  all  people  cov- 
ered by  this  Survey  and  having  in  training  42.4  per  cent  of  appren- 
tices reported,  heartily  endorse  vocational  training  as  a  means 
of  assisting  in  the  training  of  apprentices.  The  Building  Trades 
Council  has  written  a  formal  declaration  of  its  principles  and 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    319 

politics  regarding  vocational  education,  the  training  of  appren- 
tices and  journeymen.     It  reads  as  follows: 

Indianapolis,  Indiana,  October  21,  1916. 

GENERAL  OUTLINE  OF  PLAN  FOR  VOCATIONAL  EDUCATION  IN  THE 
BUILDING  TRADES. 

1.  Indentureship:    We  believe,  in  order  for  apprentices  in  the  building 
line  to  get  the  proper  vocational  training,  it  is  necessary  for  them  to  be 
indentured  with  reliable  employers  and  that  there  should  be  a  co- 
operative   understanding    between    the    several    organizations    in    the 
building  trades  and  the  contractors  and  would  recommend  that  such 
an  arrangement  be  entered  into. 

2 .  Term  of  years :     That  apprentices  be  indentured  for  a  term  of  four  years. 

3.  Schooling:     That   arrangements   be   made   for   apprentices   to   attend 
public  school  in  the  day  time  for  three  months  in  each  year  during  the 
dull  season  and  would  recommend  the  months  of  January,  February, 
and  March. 

4 .  Education :     This  is  to  consist  of  the  proper  vocational  training  applicable 
to  the  trade  the  apprentice  elects  to  learn,  also  the  practical  training 
in  this  trade. 

5.  Evening  schools:     That  evening  schools  be  established  for  journeymen 

who  desire  to  obtain  vocational  training  in  their  respective  trades, 
such  as  general  arithmetic,  freehand  drawing,  architecture,  design, 
mechanics,  heat  chemistry,  plane  geometry,  circles,  volumes,  etc. 

6.  Apprentice  applicants:    An  applicant  for  apprenticeship  in  any  trade 
who  has  attended  vocational  school,  or  who  has  worked  at  a  trade  prior 
to  making  application  for  apprenticeship  with  some  employer,  shall   be 
given  credit  on  his  apprenticeship  for  the  time  worked,  or  the  vocational 
training  obtained,  providing  satisfactory  proof  is  given  of  such  vocational 

.  training  or  work  done,  subject  to  examination. 

Approved  in  regular  meeting  of  Building  Trades  Council  of  Marion 
County  and  vicinity,  October  21,  1916. 

Signed 

OSCAR  H.  FRICK, 

Secretary  Pro-tern. 

The  Allied  Printing  Trades  Council  have  adopted  a  resolution 
urging  all  members  of  the  allied  trades  to  endeavor  to  formulate 
a  plan  with  their  employers,  a  plan  by  which  their  members  may 
receive  the  benefit  of  vocational  education  as  proposed  by  the 
Survey.  They  have  pledged  themselves  to  lend  all  possible 
assistance  to  the  movement. 

A  printing  trade  agreement,  showing  in  detail  what  part  of 
the  apprenticeship  training  might  be  acquired  to  advantage  in 
the  public  school  has  been  offered  by  the  Typographical  Union. 
It  has  merely  been  "accepted  as  a  tentative  plan  for  basis  of 
action"  because  it  is  only  in  a  formative  state  and  can  not  become 
effective  until  it  receives  the  co-operation  of  all  concerned. 


320  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  Metal  Trades  Association  are  in  favor  of  a  plan  by  which 
the  school  may  assist  in  the  training  of  the  youth  of  the  city, 
the  subjects  taught  to  be  decided  upon  by  members  of  their  own 
industry  and  then  recommended  to  the  Board  of  School  Commis- 
sioners. 

Unless  by  trade  agreement,  employers  agree  to  give  preference 
to  boys  who  have  attended  prevocational  classes,  and  unless  such 
boys,  because  of  their  technical  training  and  of  the  diminishing  of 
their  period  of  apprenticeship  are  able  to  command  a  higher  wage, 
prevocational  work  may  not  appeal  to  boys  as  a  means  of  entering 
an  industry. 

There  is  disinclination  on  the  part  of  many  employers  regarding 
these  recommendations  offered  by  the  trade  unions,  endorsing  Voca- 
tional Education,  because : 

1.  An  apprentice  who  has  had  prevocational  work  in  a  craft 
must  command  a  higher  salary. 

2.  An  employer  of  the  type  who  considers  the  present  appren- 
ticeship system  as  an  instrument  for  furnishing  him  with  cheap 
labor,  will  not  care  to  see  the  period  of  apprenticeship  shortened. 

3.  The  idea  of  paying  a  boy  part  of  his  wages  for  a  period 
spent  in  school  does  not  appeal  to  many  employers  because: 

a .  It  diminishes  for  a  part  of  a  day  the  working  force  of  a  factory  or  shop. 

b.  It  seems  an  economic  loss;  they  will  not  see  that  it  will  eventually 
work  toward  the  mutual  benefit  of  employer  and  employee. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    321 

Table  1 — Number  of  Apprentices  in  Establishments  Surveyed. 


INDUSTRIES 

NUMBER  OF  EMPLOYEES  IN 

Total 

« 

Male 

Female 

Apprentices 

Number 

Age  of 
Admit- 
tance 

Period 
of 
Service 

Quota 
of  One 
Appren- 
tice to 
Number 
of 
Journey- 
men 

Total  

33,842* 

600 
1,400 
2,022 
2,964 
3,980 
6,318 

2,151 
356 

S'7 

29,628 

600 
1,400 
530 
666 
3,980 
6,198 

2,151 

356 
327 

4,214 

533 

Street  car  service  

Telephone.  . 

1,492 
2,298 

Garment  industry  

Woodworking  .   .              .          

Automobile  

120 

Metal  trades: 
Machine  shops  

99 
12 
14 
3 

16 
16-21 
16-21 

4 

4 
4 

5 
5 
5 

Blacksmiths.  .  . 

Boilermakers  

Drop-forging     .... 

279 
3,417 
1,800 

378 
2,263 
150 
372 
48 
34 
563 
23 
1,007 
337 
327 
325 
398 
79 
212 
37 
19 
193 
82 

308 
40 
132 
13 
3 
2 
35 

279 
3,271 
1,800 

378 
2,263 
150 
372 
48 
34 
563 
23 
1,007 
337 
327 
325 
398 
79 
212 
37 
19 
193 
82 

307 
40 
128 
13 
3 
2 
31 

Foundries  .    . 

146 

Sheet  metal  

75 

25 

28 

4 

4 
4 

3 

2 
3 

Building  trades: 
Bricklayers  

15-21 
17-22 

Carpenters  

Cement  finishers  .... 

Electrical  workers  

30 
1 

16-21 
18-21 

3 

4- 

IH 

10 

Elevator  constructors  

Hoisting  engineers  .  .  . 

Marble  setters  

Painters  and  decorators  

7 
7 
9 
50 
25 
20 

16-21 
16-21 
18-21 
16-21 
18-21 
16-21 
20-21 
16-18 

3 

4 
4 
5 
4 
4 
4 
4 

5 
1 
2 
3 
3 
1 
1 
5 

Paperhangers  

Plasterers  

Plumbers    . 

Sheet-metal  workers  

Sign  painters  

Steamfitters.  .  .  . 

Stonecutters  

2 

Structural  steel 

17 
5 

66 

18-25 

3 

4-7 

Printing  trades: 
Hand  compositors  

1 

16-21 
16-21 
16-21 
16-21 
16-21 
16-21 
16.21 

5 
5 
5 
5 
5 
5 
5 

3 
3 
3 
3 
3 
3 
3 

Make-up  and  stonemen  

Linotype  operators.  .  . 

4 

8 
3 

Linotype  machinists  .  . 

Monotype  operators  

Monotype  machinists  

Proofreaders  

4 

*This  table  does  not  include  the  home-workers,  employees  in  the  retail  stores,  nor  in  the  canning  industry. 
6647—21 


322 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  1 — Number  of  Apprentices  in  Establishments  Surveyed — 

Continued. 


INDUSTRIES 

NUMBER  OF  EMPLOYEES  IN 

Total 

Male 

Female 

Apprentices 

Number 

Age  of 
Admit- 
tance 

Period 
of 
Service 

Quota 
of  One 
Appren- 
tice to 
Number 
of 
Journey- 
men 

Printing  trades  —  Continued. 
Copyholders  

29 
27 
33 
82 
76 
16 
24 
96 
93 
69 
185 
51 
39 
28 

17 

27 
33 
82 
76 
16 
24 
93 
71 
69 
74 
50 
39 
28 

12 

Stereotypers  

3 
6 

5 

5 

5 
4 
4 
4 

17-21 
17-22 
17-20 

Job  pressmen  

Web  press  helpers  

17 

4 
4 
4 

5 
5 
5 
5 
5 

Cylinder  pressfeeders  

3 

22 

Job  pressfeeders  

3 

16-21 
16 
16-22 
16-21 
16-21 

5 
4 

5 
5 
4 

111 
1 

Engravers  

8 
5 
2 

Lithographers    

Trade  and  Educational  Agreements. 

That  Indianapolis  is  becoming  alive  to  the  need  for  vocational 
education  as  a  part  of  the  training  of  apprentices  is  apparent  by  the 
fact  that  thirty-six  trade  agreements  have  been  made  as  a  result 
of  this  Survey. 

1.  A  two-year  part-time  agreement  for  instruction  in  salesmanship. 

2.  A  continuation-school  agreement  for  instruction  in  salesmanship. 

3.  Agreement  for  a  two-year  day  course  in  woodworking. 

4.  A   three-year  compulsory   evening   continuation-school   agreement 
for  plumber  apprentices. 

There  are  now  being  negotiated  five  other  trade  agreements  for 
two-year  prevocational  work.  These  courses  embrace  machine 
shop  practice,  pattern-making,  sheet-metal  work,  moulding,  and 
woodworking  in  the  metal  trades.  These  agreements  are  similar 
to  those  mentioned  above.  They  agree  on  a  stated  minimum 
wage  in  excess  of  the  amount  per  hour  now  paid  apprentices  in 
the  third  year  of  their  training.  Moreover  the  establishments 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    323 

signing  them  have  guaranteed  to  take  a  stated  number  of  boys 
at  the  expiration  of  their  school  training. 

The  533  now  in  training  in  Indianapolis  does  not  mean  a  like 
number  of  skilled  workmen  being  made  ready  for  the  industries 
of  this  city.  Under  "Economic  Facts  Concerning  Indianapolis" 
Vol.  1  (Part  II,  pp.  25-30),  it  is  shown  that  many  journeymen 
are  following  the  call  to  other  cities  where  wages  are  higher. 
Consequently  the  appallingly  small  number  of  apprentices  in  the 
automobile  factories,  machine  shops,  building  trades,  foundries, 
and  printing  trades,  does  not  imply  even  a  like  number  of  journey- 
men for  business  here.  //  Indianapolis  produces  but  a  very  in- 
adequate number  of  skilled  workmen,  and  then  allows  them  to  leave 
the  city,  the  situation  is  more  than  serious. 

Number  of  apprentices  in  establishments  surveyed.  In  Table  1 
there  are  recorded  all  workers  covered  by  this  Survey,  except 
those  found  in  the  canning  industry,  in  the  retail  stores,  and  the 
home  workers.  In  those  industries  in  which  apprentices  are 
trained,  an  effort  has  been  made  to  show  the  total  number  employed 
in  the  given  trade,  the  number  of  apprentices  in  training,  together 
with  the  age  at  which  they  are  admitted,  their  period  of  service 
and  the  number  allowed  in  each  trade  as  based  on  the  number 
of  journeymen.  In  industries  where  the  duties  are  learned 
easily,  no  data  as  to  apprentices  is  specified,  as  the  new  worker 
easily  learns  through  experience.  In  most  cases  the  data  relates 
to  male  employees,  although  there  are  in  the  printing  trades, 
rules  regulating  the  apprenticeship  of  bindery  girls.  In  the  metal 
trades,  of  every  1,000  workers  twenty-four  are  serving  an  appren- 
ticeship; in  the  building  trades,  in  every  1,000  employees, 
thirty-three  are  apprentices ;  in  the  printing  trades  there  are 
seventy-five  apprentices  in  every  1,000  workers. 

Agreement  Between  School  Committee  and  the  Steam- 
fitting  Trade. 

Agreement  between  the  school  committee  of  the  city  of  Indian- 
apolis and  certain  establishments,  and  helpers  in  the  steam- 
fitting  trade. 

,  To  the  end  that  there  may  be  produced  in  the  city  of  Indianapolis 
a  high  type  of  workers  in  the  trade  and  a  more  efficient  citizenship. 

There  is  hereby  organized  a  course  of  instruction  for  helpers 
in  steamfitting  whereby  helpers  may  pursue  trade  courses  under 
proper  agreements  between  the  school  committees  of  the  city  of 


324  INDIANAPOLIS  VOCATIONAL  SURVEY 

Indianapolis   and   such   employers,    and    helpers   for   vocational 
education. 

It  is  mutually  agreed  by  and  between  the  school  city  of  Indian- 
apolis, in  the  State  of  Indiana,  party  of  the  first  part;  and 

and    his    helpers, 

party  of  the  second  part,  as  follows: 

1.     The  party  of  the  first  part  agrees: 

a .  To  establish  free  evening  classes  for  helpers  in  steamfitting. 

b.  Classes  will  begin  in  October  and  continue  through  the  month  of 
May  next  succeeding. 

c.  The  course  will  be  offered  as  long  as  an  average  attendance  of  not 
less  than  fifteen  persons  is  maintained. 

d.  Upon  a  successful  completion  of  the  course  a  certificate  shall  be 
issued  to  the  student  signed  by  the  proper  school  authorities  setting 
forth  time  spent  in  the  school  and  the  kind  and  grade  of  work  done. 

e.  The  school  committee  shall  cancel  this  agreement  at  the  end  of  any 
year  if  it  shall  appear  that  said  party  of  the  second  part  has  not 
been  endeavoring  in  good  faith  to  carry  out  the  part  of  the  agree- 
ment to  afford  helpers  assigned  the  largest  possible  opportunities 
for  learning  as  a  whole  the  trade  or  occupation  which  is  represented 
by  the  work  of  the  concern. 


2.     The  party  of  the  second  part  agrees: 


a.  To  place  all  the  helpers  now  employed  by  them  at  the  disposal  of 
the  school  committee  for  instruction  in  the  theory  and  practice  of 
steamfitting. 

b.  To  guarantee  to  the  helpers  steady  employment  at  the  customary 
regular  rate  of  wages  during  the  time  he  is  a  helper,  and  an  oppor- 
tunity to  learn  the  trade  as  a  whole  under  proper  supervision,  thus 
assuring  the  helper  the  largest  possible  facilities  for  becoming  a 
competent  workman  in  the  trade  carried  on  by  said  party  of  the 
second  part. 

c.  To  pay  helper  33f  cents  per   hour  for  all  work  actually  performed 
by  him  in  the  establishment  during  the  time  he  is  a  helper. 

It  is  mutually  agreed: 

a.  That  the  helper  must  faithfully  obey  the  rules  of  the  employer 
and  perform  such  work,  attend  such  school,  and  study  such  lesson 
as  may,  from  time  to  time,  during  the  existence  of  this  agreement 
be  assigned  him  by  his  employer,  or  by  the  school  authorities  of  the 
city  of  Indianapolis. 

b.  That  the  helper  will  devote  so  many  hours  per  week  as  may,  from 
time  to  time,  be  deemed  necessary,  not  exceeding  six  hours  each 
week,  to  study  at  such  school  and  during  such  hours  as  may  be 
designated. 

c.  That  the  helper  must  conform  in  every  respect  to  the  rules  governing 
the  school  which  he  attends. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    325 

It  is  further  mutually  agreed: 

That  practical  teachers,  experienced  in  the  trades,  are  to  be  in  charge 
of  all  work  directly  related  to  the  trades.  The  instruction  to  be  chiefly  technical 
with  enough  practical  work  to  illustrate  methods  required  in  the  occupation 

That  an  advisory  committee  of  six  members  be  appointed;  three  of  whom 
are  to  be  employers;  and  three  others  actually  engaged  as  employees.  The 
principal  of  the  vocational  school  shall  be  a  member  ex-officio  of  the  committee. 

That  the  school  authorities,  aided  by  the  advice  and  recommendations 
of  the  advisory  committee;  standardize  the  entrance  requirements,  the 
equipment,  the  course  of  study,  the  methods  of  instruction,  the  testing  of 
pupils  while  in  school,  and  further  advise  in  recommendations  for  graduation. 

Attendance  cards  shall  be  issued  to  the  employers  of  the  helpers  at  the 
end  of  each  month.  Each  employer  guarantees  to  check  up  the  attendance 
cards  and  if  it  is  found  that  the  helper  is  not  attending  regularly,  he  shall 
take  such  disciplinary  measures  as  are  deemed  expedient  to  insure  regular 
attendance  of  helpers  thereafter.  The  cards  to  be  signed  by  the  employer 
and  returned  to  the  director  of  the  school  with  such  comment  as  he  may 
wish  to  make  concerning  helpers  attendance  and  deportment. 
Signed  in  duplicate,  this day  of 19 


Master  steamfitter. 


School  representative. 
Agreement  Between   School   Committee   and   the  Plumbing  Trade. 

Agreement  between  the  school  committee  of  the  city  of 
Indianapolis,  and  certain  establishments,  and  apprentices  in  the 
plumbing  trade. 

To  the  end  that  there  may  be  produced  in  the  city  of  Indianapolis 
a  high  type  of  workers  in  the  trade  and  a  more  efficient  citizenship. 

There  is  hereby  organized  a  course  of  instruction  for  appren- 
tices in  plumbing,  whereby  apprentices  may  pursue  trade  courses 
under  proper  agreements  between  the  school  committees  of  the 
city  of  Indianapolis  and  such  employers  and  apprentices  for 
vocational  education. 

It  is  mutually  agreed  by  and  between  the  school  city  of  Indi- 
anapolis, in  the  State  of  Indiana,  party  of  the  first  part;  and 
and  his  appren- 
tices, party  of  the  second  part,  as  follows : 

1 .  The  party  of  the  first  part  agrees : 

a .  To  establish  free  evening  classes  for  apprentices  in  plumbing. 

b.  Classes  will  begin  in  October  and  continue  through  the  month  of 
May  next  succeeding. 

c.  The  course  will  be  offered  as  long  as  an  average  attendance  of  not 
less  than  fifteen  persons  is  maintained. 


326  INDIANAPOLIS  VOCATIONAL  SURVEY 

d.  Upon  a  successful  completion  of  the  course  a  certificate  shall  be 
issued  to  the  student  signed  by  the  proper  school  authorities  setting 
forth  time  spent  in  the  school  and  the  kind  and  grade  of  work  done. 

e.  The  school  committee  shall  cancel  this  agreement  at  the  end  of  any 
year,  if  it  shall  appear  that  said  party  of  the  second  part  has  not 
been  endeavoring  in  good  faith  to  carry  out  the  part  of  the  agreement 
to   afford   apprentices   assigned   the   largest   possible  opportunities 
for  learning  as  a  whole  the  trade  or  occupation  which  is  represented 
by  the  work  of  the  concern. 


2.  The  party  of  the  second  part  agrees: 


a.  To  place  all  the  apprentices  now  employed  by  them  at  the  disposal 
of  the  school  committee  for  instruction  in  the  theory  and  practice 
of  plumbing.  • 

b.  To  guarantee  to  the  apprentice  steady  employment  at  the  customary 
regular  increase  in  wages  during  his  term  of  apprenticeship,  and  an 
opportunity  to  learn  the  trade  as  a  whole  under  proper  supervision, 
thus  assuring  the  apprentice  the  largest  possible  facilities  for  be- 
coming a  competent  workman  in  the  trade  carried  on  by  said  party 
of  the  second  part. 

c.  To  pay  apprentice  for  all  work  actually  performed  by  him  in  the 
establishment  during  his  term  of  apprenticeship,  wages  as  follows: 

For  the  first  half  year,  at  the  rate  of  $4.00  per  week. 

For  the  second  half  year,  at  the  rate  of  $4.50  per  week. 

For  the  third  half  year,  at  the  rate  of  $5.00  per  week. 

For  the  fourth  half  year,  at  the  rate  of  $5.50  per  week. 

For  the  fifth  half  year,  at  the  rate  of  $6.00  per  week. 

For  the  sixth  half  year,  at  the  rate  of  $6.50  per  week  and  not 

less  than  35  cents  per  hour  for  the  succeeding  two  years. 
Such  payments  shall  be  made  at  establishment's  regular  periods  for 
payroll  payments. 

3.  It  is  mutually  agreed: 

a.  That  the  apprentice  must  faithfully  obey  the  rules  of  the  employer 
and  perform  such  work,  attend  such  school,  and   study  such  lesson 
as  may,  from  time  to  time,  during  the  existence  of  this  agreement  be 
assigned  him  by  his  employer,  or  by  the  school  authorities  of  the 
city  of  Indianapolis. 

b.  That  the  apprentice  will  devote  so  many  hours  per  week  as  may, 
from  time  to  time,  be  deemed  necessary,  not  exceeding  six  hours 
each  week,  to  study  at  such  school  and  during  such  hours  as  may 
be  designated. 

c.  That  the  apprentice  must  conform  in  every  respect  to  the  rules 
governing  the  school  which  he  attends. 

It  is  further  mutually  agreed: 

That  practical  teachers,  experienced  in  the  trades,  are  to  be  in  charge 
of  all  work  directly  related  to  the  trades.     The  instruction  to   be  chiefly 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    327 

technical  with  enough  practical  work  to  illustrate  methods  required  in  the 
occupation. 

That  an  advisory  committee  of  six  members  be  appointed;  three  of  whom 
are  to  be  employers;  and  three  others  actually  engaged  as  employees.  The 
principal  of  the  vocational  school  shall  be  a  member  ex-officio  of  the  com- 
mittee. 

That  the  school  authorities,  aided  by  the  advice  and  recommendations 
of  the  advisory  committee,  standardize  the  entrance  requirements,  the 
equipment,  the  course  of  study,  the  methods  of  instruction,  the  testing  of 
pupils  while  in  school  and  further  advise  in  recommendations  for  graduation. 

Attendance  cards  shall  be  issued  to  the  employers  of  the  apprentices 
at  the  end  of  each  month.  Each  employer  guarantees  to  check  up  the 
attendance  cards,  and  if  it  is  found  that  the  apprentice  is  not  attending 
regularly,  he  shall  take  such  disciplinary  measures  as  are  deemed  expedient 
to  insure  regular  attendance  of  apprentices  thereafter.  The  cards  to  be 
signed  by  the  employer  and  returned  to  the  director  of  the  school  with  such 
comment  as  he  may  wish  to  make  concerning  apprentice's  attendance  and 
deportment. 
Signed  in  duplicate,  this day  of 19 .. 


Master  plumber. 
School  representative. 


Contract    Agreement    Between    School    Committee    of   the    City    of 
Indianapolis  and   the   Central  Union  Telephone  Company. 

To  the  end  that  there  may  be  produced  in  the  city  of  Indianapolis 
a  higher  type  of  workers  in  the  trades  and  industries,  and  a  more 
efficient  citizenship. 

There  is  hereby  organized  a  course  of  instruction  whereby 
telephone  operators  may  pursue  courses  of  study  agreed  upon 
between  the  school  committee  of  the  city  of  Indianapolis,  and  the 
advisory  committee  of  six,  as  herein  described. 

In  order  to  insure  more  training  to  young  people  who  desire 
to  become  efficient  telephone  operators  the  following  agreement 
is  made  for  the  city  of  Indianapolis. 

a .  That  a  two-years  course  of  training  for  telephone  operators  be  insti- 
tuted and  continued  in  the  Indianapolis  schools. 

b.  That  the  first  three  months  of  the  pupil's  career  in  these  classes  be 
used  as  a   probation   period  for   the  purpose  of  testing  the  pupil's 
interest  and  fitness  for  the  work. 

c.  That  the  remainder  of  the  two  school  years  be  given  to  the  further 
training  in  subjects  agreed  upon  by  the  committee. 

d.  That  an  advisory  committee  of  six  members  be  appointed;  three  of 
whom  are  to  be  employers;  and  three  others  actually  engaged  as 
operators.     The  principal  of  the  vocational  school  shall  be  a  member 
ex-officio  of  the  committee. 


328  INDIANAPOLIS  VOCATIONAL  SURVEY 

e.  That  the  school  authorities,  by  the  advice  and  recommendations 
of  this  committee,  standardize  the  entrance  requirements,  the  equip- 
ment, the  courses  of  study,  the  methods  of  instruction,  the  testing 
of  pupils,  and  so  forth  while  in  the  schools. 

f.  That  these  new  employees  be  paid  an  initial  wage  of  not  less  than 
a  day  upon  entering  the  industry. 

g.  That  the  company  agrees  that  they  will  use  the  pupils  coming  out 
of  this  two-year  period  of  training  as  a  source  of  supply  in  employing 
new  workers  until  such  supply  has  been  exhausted. 

h.   That  the  understanding  shall  be  subject  to  change  and  ratification 

at  the  close  of  each  school  year. 

i.  That  the  practical  training  be  given  in  the  plant  of  the  telephone 
company  according  to  an  agreement  worked  out  between  the  ad- 
visory and  school  committees.  For  this  work  the  pupil  will  be 
given  a  credit  on  school  work  not  exceeding  one  credit  a  semester  and 
will  be  paid  by  the  telephone  company  at  the  following  rates : 

For  the months cents  per  hour. 

For  the  2nd months cents  per  hour. 

For  the  3rd months cents  per  hour. 

For  the  4th months cents  per  hour. 

For  the  5th months cents  per  hour. 

With  the  usual  additional  pay  for  nights  shifts  and  Sunday  and 

holiday  overtime. 

That  in  case  pupils  concerned  by  these  agreements  are  employed 
by  the  telephone  company  for  periods  not  mentioned  in  their  prac- 
tice time  their  rate  of  pay  shall  be  determined  by  their  seniority 
found  by  counting  part-time  practice  work  on  a  full-time  basis  and 
their  rate  for  the  next  practice  period  shall  correspondingly  be 
increased. 

We  hereby  approve  of  the  above  understanding  and  agree  to  carry  it 
out  so  far  as  we  are  concerned. 

Signed 

Name  of  firm. 

Signed 

School  representative. 

Trade -Education  Agreement  in  Salesmanship. 

An  agreement  between  the  school  city  of  Indianapolis  and 
certain  mercantile  establishments  and  their  employees,  in  order 
to  insure  to  young  people  who  wish  to  become  efficient  sales- 
people proper  training,  after-employment  and  successful  careers 
in  business. 

There  is  hereby  organized  a  course  of  instruction  in  Sales- 
manship whereby  pupils  may  pursue  courses  under  proper 
agreement  between  the  school  city  of  Indianapolis  and  such 
establishments  as  may  enter  into  this  plan  for  the  promotion  of 
vocational  education. 


APPKENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    329 

It  is  mutually  agreed  by  and  between  the  school  city  of  In- 
dianapolis in  the  State  of  Indiana,  party  of  the  first  part,  and 

party  of  the  second  part,  as 

follows : 

a.  That  a  two-years  course  of  training  in  salesmanship  be  instituted  and 
continued  in  the  Indianapolis  schools,  the  school  year  to  comprehend 
ten  months  of  training. 

b.  That  the  first  three  months  of  the  pupil's  career  in  these  classes  be 
considered  a  probation  period  for  the  purpose  of  testing  the  pupil's 
interest  and  fitness  for  the  work. 

c.  That  the  remainder  of  the  full  two-years    period  be  given  to  the 
further  training  of  the  pupils  selected. 

d.  That  an  advisory  committee  of  six  citizens  of  Indianapolis  be  ap- 
pointed by  the  Board  of  Education,  three  of  whom  shall  be  employers 
and  three  employees  engaged  in  merchandising.     The  employers  on 
the  committee  to  be  appointed  from  a  list  of  not  fewer  than  ten 
approved  merchants  furnished  by  the  Merchant's  Association  of  the 
city.     The    superintendent    of   schools    and    the    principals    of  the 
schools  in  which  courses  in  salesmanship  are  given  shall  be  members 
ex-officio  of  the  committee. 

e.  That  the  school  authorities  by  the  advice  and  recommendations  of 
this  committee  standardize  the  entrance  requirements,  the  equip- 
ment, the  courses  of  study,  the  methods  of  instruction,  the  quali- 
fications of  the  teacher,  the  testing  of  pupils  while  in  school,  and 
supervise  the  placement  of  the  pupils  in  the  stores  after  graduation. 

f.  That  upon  completion  of  the  two-years  training,  the  pupils  be  placed 
in  the  stores  of  the  city  that  are  parties  to  the  understanding,  accord- 
ing to  a  plan  worked  out  by  the  authorities  and  the  advisory  com- 
mittee. 

g.  That  the  diploma  of  the  school  shall  be  withheld  until  proof  of  one 
year's  satisfactory  service  can  be  given. 

h.   That  these  new  employees  be  paid  an  initial  wage  of  not  less  than 

$8  per  week  upon  entering  the  industry. 

i.  That  with  the  assistance  of  the  advisory  committee  the  work  of  the 
pupil,  including  the  instruction  which  he  is  to  receive  after  entering 
the  store,  be  outlined  and  carried  out  by  the  store  which  is  party 
to  this  understanding. 

j.    That  the  stores  which  are  parties  to  this  understanding  agree  that 
they  will  use  the  pupils  coming  out  of  this  two-year  period  of  train- 
ing as  their  source  of  supply  in  employing  new  workers  until  such 
supply  has  been  exhausted, 
k.    That  the  understanding  be  subject  to  change  and  ratification  at  the 

close  of  each  school  year. 

We  hereby  approve  of  the  above  understanding  and  agree  to  carry  it 
out.     Signed  in  duplicate  this  tenth  day  of  November,  1916. 

Signed 

Name  of  proprietor  of  firm. 

Signed 

School  representative. 


330  INDIANAPOLIS  VOCATIONAL  SURVEY 

Part-Time  Trade  Extension  School  Agreement  in  Salesmanship. 

An  agreement  between  the  school  city  of  Indianapolis  and 
certain  mercantile  establishments  and  their  employees,  to  the 
end  that  there  may  be  produced  in  the  city  of  Indianapolis  a 
higher  type  of  salespeople  and  more  efficient  citizenship. 

There  is  hereby  organized  a  course  of  instruction  in  salesman- 
ship whereby  employees  of  the  stores  may  pursue  courses  under 
proper  agreements  between  the  school  city  of  Indianapolis  and 
the  establishment  and  such  employees  as  may  enter  into  this 
plan  for  the  promotion  of  vocational  education. 

It  is  mutually  agreed  by  and  between  the  school  city  of  In- 
dianapolis, in  the  State  of  Indiana,  party  of  the  first  part,  and 

party  of  the  second 

part,  and  certain  of  their  employees,  as  follows: 


1.  The  party  of  the  first  part  agrees: 


(a)  To  establish  free  part-time  classes  in  salesmanship  at  the  store 
for  the  employees. 

(b)  That  classes  will  begin  in  January  and  continue  through  the 
month  of  June  next  succeeding. 

(c)  That  these  classes  shall  be  held  from  8:30  to  10:00  on  Tuesdays, 
Wednesdays,  and  Thursdays. 

(d)  That  the  course  will.be  offered  as  long  as  an  average  attendance 
of  not  fewer  than  fifteen  persons  is  maintained. 

(e)  That  upon  successful  completion  of  the  course,  a  certificate  shall 
be  issued  to  the  student,  signed  by  the  proper  school  authorities, 
setting  forth  time  spent  in  the  school  and  the  kind  and  grade  of 
work  done. 

(f)  That  the  school  committee  shall  cancel  this  agreement  at  the 
end  of  any  year  if  it  shall  appear  that  said  party  of  the  second 
part  has  not  been  endeavoring  in  good  faith  to  carry  out  his 
part  of  the  agreement  to  afford  the  students  assigned  the  largest 
possible  opportunity  for  learning  the  occupation  represented 
by  the  work  of  the  concern. 

2.  The  party  of  the  second  part  agrees : 

(a)  To  place  their  employees  at  the  disposal  of  the  school  committee 
for  instruction  in  salesmanship. 

3.  The  employee  attending  such  classes  agrees: 

(a)  To  obey  faithfully  the  rules  of  the  employer  and  to  perform  such 
work,  attend  such  store  school  and  study  such  lessons  as  may, 
during  the  existence  of  this  agreement,  be  assigned  to  him  by 
his  employer,  or  by  the  school  authorities  of  the  city  of  Indian- 
apolis. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    331 

(b)  To  devote  as  many  hours  per  week  as  may,  from  time  to  time, 
be  deemed  necessary,  not  exceeding  six  hours  each  week,  to 
study  at  such  school  and  during  such  hours  as  may  be  designated. 

(c)  To  conform  in  every  respect  to  the  rules  governing  the  school  in 
which  he  attends. 

It  is  further  mutually  agreed: 

That  practical  teachers,  experienced  in  the  profession  of  teaching,  are 
to  be  in  charge  of  all  work  directly  related  to  the  trade.  That  the  instruc- 
tion be  chiefly  technical,  with  enough  practical  work  to  illustrate  the  methods 
required  in  the  occupation. 

That  an  advisory  committee  of  six  members  be  appointed,  three  or  whom 
are  to  be  employers  and  three  others  actually  engaged  as  employees,  to  act 
with  the  school  authorities  in  carrying  out  the  provisions  of  this  agreement. 

That  the  school  authorities,  aided  by  the  advice  and  recommendations 
of  the  advisory  committee,  standardize  the  entrance  requirements,  the 
equipment,  the  course  of  study,  the  methods  of  instruction,  the  testing  of 
pupils  while  in  school,  and  further  advise  in  recommendations  for  graduation. 

That  attendance  cards  shall  be  issued  to  the  employers  and  students 
at  the  end  of  each  week.  Each  employer  agrees  to  check  up  the  attendance 
cards  and  if  it  is  found  that  the  employee  is  not  attending  regularly,  he 
(employer)  shall  take  such  disciplinary  measures  as  are  deemed  expedient  to 
insure  regular  attendance,  the  cards  to  be  signed  by  the  employer  and  re- 
turned to  the  director  of  the  school. 

We  hereby  approve  the  above  understanding  and  agree  to  carry  it  out. 

Signed  in  duplicate  this  tenth  day  of  November,  1916. 

Signed 

Name  of  proprietor  of  firm. 

Signed 

School  representative. 

Agreement  Between  School  Committee  and  the  Woodworking 

Industry. 

VOCATIONAL  SCHOOL  AGREEMENT. 

An  agreement  between  the  school  city  of  Indianapolis,  and 
certain  establishments  or  associations. 

To.  the  end  that  there  may  be  produced  in  the  city  of  In- 
dianapolis a  higher  type  of  workers  in  the  trades  and  industries, 
and  a  more  efficient  citizenship. 

In  order  to  insure  young  people  who  wish  to  become  efficient 
woodworkers  proper  training  for  the  work,  and  a  successful  career 
in  the  work,  the  following  agreement  is  made  for  the  city  of 
Indianapolis. 

It  is  mutually  agreed  by  and   between  the  school   city  of   In- 


332  INDIANAPOLIS  VOCATIONAL  SURVEY 

dianapolis,  in    the    State  of    Indiana,  party  of   the    first;    and 

,  party   of    the    second 

part,  as  follows: 


1 .  The  party  of  the  first  part  agrees : 


a.  To  establish  a  two-years  course  of  training  for 

to  be  instituted ,  and  continued  in 

school. 

b.  To  provide  equipment  and  teachers  to  carry  out  the  purpose  of 
this  agreement. 

c.  By  the  advice  and  recommendation  of  the  committee  from  the 
industry,  to  standardize  the  entrance  requirements,  the  equip- 
ment, the  course  pf  study,  the  qualifications  of  teachers,  the 
methods  of  instruction,  the  testing  of  pupils,  and  the  placement 
of  the  pupils  in  the  factories. 

d.  To  establish  continuation  classes  containing  not  less  than 

pupils  for  establishments  desiring  this  service. 

2.  The  party  of  the  second  part  agrees: 

a.  That  the  shops  which  are  parties  to  this  understanding  will  use 
the  pupils  coming  out  of  this  two-year  period  of  training  as  the 
shop's  source  of  supply  in  employing  new  workers  until  such  supply 
has  been  exhausted. 

b.  That  they  will  carry  out  the  course  of  instruction  that  is  drawn 
up  and  charted  by  school  authorities  and  the  advisory  committee 
for  further  training  of  the  pupil  during  his  first  year  in  the  industry. 

c.  To  pay  these  new  employees  an  initial  wage  of  not  less  than 
a  day. 

3.  It  is  mutually  agreed: 

a.  That  the  first  three  months  of  the  pupil's  career  in  these  classes 
be  used  as  a  probation  period  for  the  purpose  of  testing  the  pupil's 
interest  and  fitness  for  the  work. 

b.  That  the  remainder  of  the  full    two-year    period,  consisting  of 
two  terms  of  ten  months  each  be  given  to  the  further  training  in 
of  the  pupils  selected. 

c.  That  practical  teachers,  experienced  in  the  trades,  are  to  be  in 
charge  of  all  work  directly  related  to  the  trades. 

d.  That  upon  completion  of  the years  of  training  the  pupils 

so  desiring  be  placed  in  the  plants  of  the  city  according  to  a  plan 
worked  out  by  the  authorities  and  the  advisory  committee. 

e.  That  these  pupils  be  placed  in  the  factories  on  probation  for  one 
year,  the  diploma  of  the  school  being  withheld  until  proof  of 
satisfactory  work  is  furnished  at  the  close  of  that  year,  if  the 
work  is  satisfactory. 

f.  That  there  be  appointed  an  advisory  committee  of  six  members; 
three  of  whom  shall  be  employers,  and  three  employees  actually 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    333 

engaged  in occupations.  The  prin- 
cipal of  the  vocational  school  shall  be  a  member  ex-officio  of  the 
committee. 

g.    That  this  agreement  shall  be  subject  to  change  and  ratification 
at  the  close  of  each  school  year. 

Signed  in  duplicate  this day  of ,  1916. 

Signed 

Name  of  firm  and  representative. 

Signed 

School  representative. 

Tentative  Plan  for  a  Printing  Trade  Agreement. 

An  agreement  between  the  school  city  of  Indianapolis  and  cer- 
tain printing  establishments  and  their  employees  for  the  purpose 
of  giving  apprentices  a  more  thorough  knowledge  of  the  printing 
trade. 

There  is  hereby  organized  a  course  of  instruction  in  printing 
whereby  employees  may  pursue  courses  under  proper  agreements 
between  the  school  city  of  Indianapolis  and  such  printing  es- 
tablishments as  may  enter  into  this  plan  for  promotion  of 
vocational  education. 

It  is  hereby  mutually  agreed  by  and  between  the  school  city 

of  Indianapolis,  party  of  the  first  part,  and 

party  of  the  second  part,  as  follows: 

a.  That  a  two-year  course  of  training  in  the  art  of  printing  based  on 
two-years  credit  of  high  school  be  instituted  and  continued  at  the 
Technical  High  School  in  the  city  of  Indianapolis. 

b.  That  the  first  three  months  be  used  as  a  probation  period  for  the  pur- 
pose of  testing  the  pupil's  interest  and  fitness  for  the  work  (Should 
be  so  interpreted  that  if  obviously  unfit  the  boy  may  be  dropped  at 
the  end  of  three  months,  but  at  each  mid-year  or  final  the  boy  may 
be  dropped  if  he  fails  to  pass  the  examination). 

c.  That  the  remainder  of  the  full  two  years  period,  consisting  of  two 
terms  of  ten  months  each,  be  given  to  the  further  training  in  printing 
of  the  pupils  selected. 

d.  An  advisory  board  of  seven  shall  be  appointed  by  the  school  board 
comprised  of  three  employers,  and  three  employees  actually  engaged 
in  the  printing  business,  and  the  superintendent  of  schools  or  some 
person  appointed  by  him. 

e.  That  the  school  authorities,  by  the  advice  and  recommendation  of 
this  committee,  prescribe  the  entrance  requirements,  the  equipment, 
course  of  study,  the  methods  of  instruction,  and  the  testing  of  pupils 
while  in  the  Technical  High  School. 

f.  That  upon  completion  of  the  two-years  training,  pupils,  so  far  as 
possible,  be  placed  in  printing  offices  of  the  parties  to  this  under- 
standing, according  to  recommendations  of  the  advisory  committee, 
said  committee  to  have  supervisory  powers  over  the  pupil  during  his 
entire  apprenticeship 


334  INDIANAPOLIS  VOCATIONAL  SURVEY 

g.  That  arrangements  be  made  whereby  apprentices  now  working  at 
the  trade  may  be  provided  instruction,  whereby  employers  will  per- 
mit them  time  off  during  the  week  to  attend  the  Technical  High 
School  without  loss  of  pay.  The  number  of  days  and  hours  to  be 
agreed  upon  by  the  advisory  committee.  It  is  further  guaranteed 
on  the  part  of  all  parties  subscribing  to  this  agreement  that  prefer- 
ence in  employment  as  regularly  indentured  apprentices  will  be  given 
to  boys  who  receive  the  school  training.  The  number  of  boys 
entered  on  a  registered  list  shall  be  based  on  the  number  normally 
employed  in  the  trade,  and  subject  to  such  tests  and  examinations 
as  may  be  approved  by  the  advisory  committee. 

It  is  further  understood  that  no  effort  will  be  encouraged  to  take 
these  boys  into  the  trade,  nor  to  give  them  employment  except  during 
vacations  or  unoccupied  time  until  they  have  completed  their  work 
in  the  school,  and  in  no  case  will  they  be  allowed  to  assist  an  em- 
ployer during  their  two-year  course  when  a  journeyman  is  available 
for  the  work. 

h.   That  employers.^parties  to  this  understanding,  agree  to  give  pupils 
coming  out  of  this  two-year  period  of  training  the  preference  when 
employing  new  apprentices  until  such  supply  is  exhausted, 
i.    The  school  authorities  will  give  a  diploma  to  each  apprentice  on  the 

completion  of  his  full  period  of  apprenticeship. 

We  hereby  approve  of  the  above  understanding  and  agree  to  carry  it  out 
as  far  as  we  are  concerned. 

Signed 

Name  of  proprietor  of  firm. 

Signed 

School  representative. 

II.  ATTITUDE  OF  EMPLOYERS  TOWARD  APPRENTICESHIP 
AND  VOCATIONAL  EDUCATION. 

Like  employers  in  other  parts  of  the  country,  those  of  Indian- 
apolis are  awakening  to  the  demand  for  skilled  labor.  They 
realize  that  certain  definite  steps  must  be  taken  at  once  and  in 
the  right  way.  In  the  metal  trades,  the  building  trades  and  the 
printing  trades  all  admit  that  the  securing  of  the  all-around 
journeyman  is  next  to  impossible.  They  want  the  craftsman  who 
can  go  forward  on  his  own  initiative,  one  who  can  do  things  and 
obtain  results.  But  such  men  are  hard  to  find  and  but  very  few 
are  being  trained,  consequently,  the  employers  are  facing  a  real 
problem  and  yet  no  definite  action  has  been  taken. 

In  the  past  and  even  to-day  employers  endeavor  to  get  jour- 
neymen that  other  employers  have  trained  and  because  of  the 
scarcity  of  such  men  they  face  the  task  of  doing  something  to 
retain  their  own  skilled  workmen.  But  what  has  caused  this 
condition  in  which  the  all-around  man  is  no  longer  available  and 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    335 

why  it  is  that  this  difficulty  has  never  been  faced  by  the  American 
employers  until  within  the  last  few  years?  Foremost  among  the 
reasons  is  the  division  of  labor  and  the  extreme  specialization 
that  everywhere  supplemented  it.  The  idea  of  this  division  of 
labor  swept  the  country.  Moreover,  the  invention  of  labor- 
saving  machines  have  added  to  this  condition. 

The  results  of  this  lack  of  training  are  widely  known  and  the 
reaction  has  sent  its  spell  and  complaint  into  every  industry. 
That  attention  is  being  given  is  evident,  as  there  has  been  several 
associations  organized  among  the  employers  to  try  and  meet  the 
emergency  of  the  times.  Foremost  among  them  is  the  "Confer- 
ence Board  on  Training  Apprentices"  composed  of  six  large 
manufacturing  associations  whose  members  normally  employ 
over  five  millions  of  people.  The  committee  has  been  studying 
the  question  of  apprenticeships  .in  their  various  industries  and 
they  have  issued  their  first  report  in  which  they  sounded  the  first 
note  and  urged  all  their  members  to  rally  to  the  needs  of  the 
times. 

"Representatives  of  various  industries  aver,  as  a  result  of  individual  and 
collective  investigations,  that  the  conditions  among  the  metal  trades,  textile 
industries,  printing  trades  and  manufacturing  industries  generally  are  strik- 
ingly similar.  With  few  notable  exceptions  no  regular  system  of  apprentice- 
ship is  employed,  no  particular  rules  are  followed  in  hiring  and  retaining 
apprentice-workers  and  no  organized  system  for  their  promotion  in  work  or 
increase  in  pay  is  in  vogue.  Applicants  are  usually  hired  by  the  foreman 
for  their  own  departments  and  the  only  training  given  these  apprentice- 
workers  is  that  which  journeymen  give  from  time  to  time  as  convenience  may 
permit  or  necessity  require." 

This  states  the  question  very  clear,  and  it  comes  as  the  col- 
lective opinion  of  six  of  our  largest  manufacturing  associations 
and  their  opinion  is  one  to  be  well  considered.  It  seems  to  prove 
that  the  employers  as  a  whole  care  nothing  for  apprentices  and 
are  unwilling  to  assume  the  responsibility  of  training  them. 
They  prefer  the  skilled  workmen  that  the  other  men  have  trained. 
Because  of  the  ease  with  which  they  could  procure  such  workmen 
in  the  past  and  with  the  rapid  increase  of  productive  machinery, 
the  American  employer  has  been  more  or  less  spoiled.  But  that 
day  has  passed  and  now  they  must  face  facts  and  face  them 
squarely,  for  competition  has  grown  so  keen  that  it  is  up  to  them- 
selves to  act  as  a  matter  of  self-preservation.  Hard  though  it 
may  be,  employers  as  a  whole  have  awakened  to  their  needs  and 
we  now  find  several  of  their  associations  striving  to  relieve  them- 


336  INDIANAPOLIS  VOCATIONAL  SURVEY 

selves.     Here  again  we  can  quote  from  the  report  of  the  "Confer- 
ence Board  on  Training  Apprentices." 

"This  awakening  is  directly  due  to  the  fact  that,  because  of  the  sharp 
and  increasing  competition  in  the  manufacture  and  production  of  almost 
all  kinds  of  articles,  manufacturers  have  been  obliged  to  study  closely  the 
efficiency  and  productiveness  of  their  plants,  and  in  doing  so  have  invar- 
iably discovered  that  the  greater  number  of  their  skilled  and  semi-skilled  are 
not  as  "skilled"  nor  even  as  "semi-skilled"  as  the  conditions  of  to-day  require. 
These  employers  have  heretofore  rested  content  in  the  belief  that,  when  their 
factories  and  shops  were  equipped  with  the  best  and  most  modern  labor- 
saving  machinery,  their  labor  requirements  became  of  secondary  considera- 
tion." 

They  realize  the  mistake  of  specialization  and  are  drawing 
away  from  it  because  it  was  a  losing  proposition  for  them.  It  is 
no  marvelous  revelation  to  the  employers  when  they  are  told  of 
their  responsibility  in  the  training  of  apprentices.  They  are  alive 
to  the  question,  but  invariably  the  majority  of  them  refuse  to 
meet  the  emergency.  In  spite  of  all  warning  they  persist  in  stick- 
ing to  the  old  method  of  securing  the  ready-made  man,  even 
though  it  is  inconvenient  and  expensive.  Whether  this  is  due 
to  the  habit  of  indifference,  lack  of  interest,  or  laziness  or  other- 
wise, the  employers  remain  inactive,  and  those  of  one  industry 
can  not  be  blamed  more  than  those  of  another  for  they  all  are 
more  or  less  guilty  of  this  industrial  crime.  On  the  other  hand, 
employers  offer  different  reasqns  why  they  still  refuse  to  become 
interested  in  the  educational  problem  of  the  workers.  Among 
them  are  the  "limitation  imposed  by  unions"  and  in  addition 
"their  own  business  absorbs  all  their  time." 

Employers  aver  that  to  take  an  interest  in  the  apprenticeship 
question  would  be  useless  as  the  "limitations  imposed  by  the  labor 
organizations  would  make  it  next  to  impossible"  to  show  progress. 
Even  after  they  had  given  their  hearty  co-operation,  they  state, 
"the  unions  would  step  in  and  try  to  dominate  the  situation  by 
dictating  just  what  the  employers  should  do."  "A  plan  might 
be  adopted  at  great  expense  to  train  boys,  but  the  unions  would 
shatter  all  attempts  with  outrageous  demands,  thus  killing  the 
good  work."  Be  this  as  it  may,  nevertheless,  it  was  found  after 
a  study  of  local  conditions  (and  it  is  believed  that  the  same  may 
hold  true  nationally)  that  the  employers  did  not  use  twenty-five 
per  cent  of  the  apprentices  allowed  them  by  the  supposedly- 
stringent  union  regulations. 

In  spite  of  these  facts,  several  of  the  employers  persistently 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    337 

maintain  that  as  a  matter  of  principle  they  should  regulate  the 
number  of  apprentices  they  should  take  into  their  services.  On 
the  face  of  it  one  would  believe  that  there  could  not  be  too  many 
apprentices  because  of  the  large  number  of  men  required  to  main- 
tain our  growing  industries,  but  on  a  second  thought  many  new 
phases  of  the  subject  present  themselves.  For  example,  there 
should  be  no  more  apprentices  taken  on  for  instruction  than  the 
trade  in  a  certain  locality  could  assimilate.  Unless  all  industrial 
conditions  are  fairly  ascertained  and  the  educational  activities 
regulated  according  to  trade  conditions,  all  vocational  education 
will  defeat  its  very  purpose.  It  is  generally  admitted  that  there 
must  be  a  limitation  in  the  matter  of  apprentice  training,  whether 
this  limitation  is  imposed  by  labor  unions  or  any  other  organiza- 
tions it  must  not  be  a  selfish  limitation. 

Again,  some  employers  state  that  they  are  "too  busy  with  their 
own  work  to  even  supervise  the  training  of  apprentices."  This 
may  seem  so  when  viewing  the  question  from  the  surface,  but  it 
takes  on  another  aspect  when  we  consider  the  many  phases  of  the 
employers  obligation  to  the  apprentice.  Big  business  and  keen 
competition  may  so  have  affected  the  employer,  at  times,  that 
he  might  expect  the  boy  to  fit  in  his  establishment  like  other  com- 
modities, which  he  can  readily  purchase.  This  can  not  be  so,  and 
Dr.  Frederick  Hamilton  has  wisely  spoken  on  this  very  point. 
When  addressing  the  Master  Printers  of  America  he  said : 

"Human  flesh  and  blood  and  brains  are  not  commodities  to  be  classed 
with  paper  and  ink  and  type  metal.  The  boy  can  not  fit  himself  for  your 
service  unaided  and  the  old  methods  are  no  longer  available.  Left  to  him- 
self he  can  and  will  only  acquire  a  limited  acquaintance  with  the  trade  and 
will  not  become  the  kind  of  a  man  you  want.  You  want  him  for  your  shop. 
It  is  for  you  to  train  him  for  your  service." 

In  many  instances  it  is  found  that  boys  enter  certain  estab- 
lishments and  work  in  the  ordinary  way,  securing  a  broad  knowl- 
edge of  the  shop  life.  They  may  run  errands  or  perform  such 
odd  jobs  as  the  employer  or  foremen  wish  them  to  throughout 
their  entire  time.  When  they  become  journeymen  it  is  found 
that  they  have  not  attained  that  standard  of  craftsmanship  re- 
quired in  modern  industry.  Some  employers  think  that  they 
have  done  their  duty  by  the  boy  since  he  has  been  permitted  to 
stay  in  the  shop  until  he  had  "finished  his  time."  He  may  have 
entered  the  establishment  at  the  suggestion  of  the  foreman  or 
some  friend,  and  have  passed  through  the  ordinary  routine  of 
work  without  attention  being  given  to  supplemental  instruction 

6647—22 


338  INDIANAPOLIS  VOCATIONAL  SURVEY 

at  school  which  is  so  essential  in  the  modern  life  of  the  all-around 
mechanic.  This  education  outside  of  the  shop  must  come,  no 
matter  what  the  trade.  Whether  in  the  metal  or  the  building  or 
printing  trades,  it  is  found  that  where  mechanics  are  being 
trained  most  (skilfully  a  great  deal  of  attention  is  paid  to  this 
formal  instruction.  Without  blueprint  reading,  drafting,  and 
mathematics  what  can  the  machinist  do.  If  he  is  to  meet  the 
modern  problems  and  do  the  detailed  work  necessary,  he  must 
have  these  essentials  and  if  not  given  in  his  apprenticeship  he 
must  get  them  at  some  other  time.  It  is  much  more  agreeable 
and  more  highly  probable  that  the  craftsman  will  learn  these  educa- 
tional topics  while  in  his  apprenticeship  when  he  is  paid  for  the 
time  so  spent  and  where  the  environment  is  conducive  to  such 
work,  for  it  is  often  found  that  at  other  times  it  is  extremely  diffi- 
cult to  persuade  the  journeymen  to  so  apply  themselves. 

What,  then,  can  be  done  that  those  standards,  long  desired 
by  many  employers  and  employees,  may  come  to  be  realized? 
That  there  is  need  of  skilled  workmen,  and  that  vocational  educa- 
tion in  conjunction  with  a  healthy  apprenticeship  system  is  the  way 
to  solve  the  problem  is  generally  conceded. 

Even  though  large  numbers  of  employers  do  not  establish 
apprenticeships,  the  several  progressive  men  that  have  started 
training  for  apprentices  find  their  results  have  been  very  satisfac- 
tory. Because  of  the  progress  these  few  have  made  they  have 
been  instrumental  in  organizing  associations  to  educate  the  others 
to  modern  methods  of  apprenticeship  training. 

From  the  pioneer  employers  of  the  rejuvenated  apprenticeship 
system,  comes  the  warning  that  it  is  up  to  the  employer  to  assume 
the  responsibility  of  training  the  boy.  They  must  encourage  him 
and  offer  him  every  facility  for  developing  into  an  all-around 
craftsman  whether  this  be  in  a  private  corporation  school  or  in 
the  public  school  through  the  part-time  scheme.  This  certainly 
is  necessary  for: 

"it  is  the  business  of  the  industry  itself  to  furnish  that  agency.  The 
employers  are  more  responsible  than  anybody  else  for  the  condition  which 
exists.  It  is  they  who  have  put  in  new  machinery.  It  is  they  who  are 
profiting  most,  or  at  least  most  directly,  by  the  new  methods  of  construction. 
It  is  they,  more  than  anybody  who,  without  meaning  to  do  so,  have  shut  the 
door  of  opportunity  to  the  boy.  It  is  they  who  need  the  skilled  man." 

Because  the  employers  have  exploited  the  workers  in  the  past 
and  depreciated  the  usefulness  of  the  apprenticeship  it  must  be 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    339 

admitted  that  it  no  longer  meets  the  requirements  of  modern 
industry. 

Unless  there  is  a  sufficient  supply  of  trained  craftsmen  in  any 
given  locality,  it  invariably  follows  that  their  product  can  not  com- 
pete with  the  product  of  another  community  having  skilled 
workers,  because  they  are  better,  more  serviceable,  and  not  so 
expensive. 

One  fact  stands  out  prominently  above  all  others,  and  that  is 
the  success  met  with  by  those  employers  who  have  given  their  time  to 
the  apprentice  problem.  They  wish  to  spread  their  own  ideas,  be- 
cause they  believe  they  have  discovered  the  source  of  relief  in  a 
careful  training  of  the  apprentices  in  the  practical  technique  of 
the  trade. 

"it  has  been  found  in  consequence  that  the  production  of  defective  parts 
has  greatly  decreased,  the  cost  on  machine  repairs  has  been  much  dimin- 
ished, and,  because  of  the  increased  individual  intelligence  on  the  part  of  the 
workers,  the  cost  of  supervision  has  been  materially  reduced.  Furthermore, 
it  is  the  unanimous  opinion  of  all  employers  who  give  their  apprentices  care- 
ful, systematic  training  that  the  possibilities  of  production  increase  and  of 
waste  decrease,  through  iha  development  of  individual  intelligence,  are 
enormous,  and,  when  combined  with  highly  specialized  machinery,  will 
enable  the  American  manufactuier  to  produce  at  a  relatively  low  unit  cost, 
even  on  the  basis  of  the  comparatively  high  rate  of  wages  peculiar  to  this 
country." 


National  Association  of  Corporation  Schools. 

It  may  not  seem  out  of  place  to  consider  the  scope  of  this 
movement  nationally  and  to  understand  how  broad-minded  em- 
ployers are  viewing  the  question.  They  all  agree  on  fundamentals 
and  many  on  application,  but  they  all  seem  united  in  trying  to 
persuade  the  army  of  small  employers  to  enter  into  the  work  and 
assume  their  responsibilities. 

In  1913,  the  "National  Association  of  Corporation  Schools" 
was  organized,  whose  number  consists  of  all  the  large  employers 
having  modern  apprenticeship  schools  for  training  their  own 
mechanics,  or  those  men  interested  in  the  apprenticeship  ques- 
tion. They  all  agree  that  the  employers  should  assume  the 
responsibility  for  training  apprentices  and  they  convene  for  the 
purpose  of  exchanging  ideas  as  to  the  best  means  and  methods  as 
to  how  these  boys  should  be  trained.  The  functions  of  the 
Association  are: 


340  INDIANAPOLIS  VOCATIONAL  SURVEY 

1.  To  develop  the  efficiency  of  the  individual  employed. 

2.  To  increase  the  efficiency  in  industry. 

3.  To  influence  courses  of  established  educational  institutions 

more  favorable  toward  industry. 

In  its  ranks,  according  to  their  reports  of  1914,  are  seventeen 
railroads  with  about  120  apprentice  schools  and  3,916  apprentices 
under  instruction.  Of  the  larger  corporations  thirty-seven  were 
reported  with  3,251  apprentices.  In  these  schools  the  apprentice 
has  his  shop  work  supplemented  with  formal  instruction  varying 
from  four  to  ten  hours  a  week.  Most  of  the  establishments,  how- 
ever, generally  have  three  periods  of  two  hours  each  a  week.  The 
boy  is  here  under  the  direct  instruction  of  a  class  instructor  and 
a  shop  instructor  to  see  that  his  work  in  the  shop  and  schoolroom 
correlate.  The  object  of  such  schools  is: 

"First:  Developing  and  broadening  whatever  talents  and  training 
the  pupil  brings  with  him  in  order  to  increase  the  efficiency  of  the  plant 
as  well  as  of  the  employee  himself. 

"Second:  To  study  the  talents  and  characteristics  of  the  appren- 
tices in  order  to  draw  conclusions  as  to  their  availability  for  particular 
kinds  of  work,  and  their  suitability  for  advancement. 

"Third:  To  create  such  favorable  mutual  relations  between  em- 
ployers and  employee  as  will  tend  to  minimize  antagonism  between 
capital  and  labor." 

III.  ATTITUDE  OF  ORGANIZED  LABOR  TOWARD  APPREN- 
TICESHIP AND  VOCATIONAL  EDUCATION. 

Reviewing  the  reports  of  the  American  Federation  of  labor  as 
well  as  the  writings  of  its  president  there  is  evidence  that  organized 
labor  has  been  active  in  all  educational  movements.  In  regard 
to  vocational  education,  it  has  ever  been  willing  to  lend  its  united 
assistance,  if  that  educational  plan  was  what  it  considered  bene- 
ficial. Industrial  education  would  greatly  assist  the  cause  which 
they  have  loyally  defended  for  many  years.  Consequently  it 
would  be  expected  that  the  national  attitude  of  organized  labor 
would  be  somewhat  similar  to  that  expressed  by  the  local  unions 
elsewhere  in  his  report.  In  "The  Attitude  of  the  American 
Federation  of  Labor  toward  industrial  education,"  outlined  by 
Samuel  Gompers,  president  of  the  American  Federation  of  Labor, 
an  idea  can  be  ascertained  of  the  stand  organized  labor  takes  on 
this  question. 

"If  ever  industrial  education  was  essential  it  is  essential  to- 
day", is  one  of  the  first  declarations  Mr.  Gompers  voices;  so  there 
is  every  reason  to  expect  organized  labor  will  stand  heartily  be- 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    341 

hind  the  kind  of  vocational  education  which  it  endorses.  What 
then  does  organized  labor  endorse?  Here,  Mr.  Gompers  states 
that  "Organized  labor  does  not  oppose  the  development  of  industrial 
education  in  the  public  schools."  For  several  years  it  has  been 
endeavoring  to  educate  its  members  to  this  stand,  through  trade 
journals  and  schools  established  and  maintained  by  the  unions. 
For  years  it  has  also  been  eager  to  co-operate  with  industrial 
education  that  could  be  carried  on  in  the  public  schools  in  a 
practical  way. 

It  is  also  found  that  organized  labor  has  been  opposed  to  what 
is  called  "lop-sided"  education,  that  is,  any  scheme  that  would 
bring  trained  men  into  any  given  trade  regardless  of  the  demand 
for  labor  in  that  trade.  "Industrial  education  must  maintain  a 
fair  and  proper  apportionment  of  the  supply  of  labor  power,  to  the 
demand  for  labor  power."  For  example,  should  vocational  educa- 
tion produce  more  machinists  than  a  given  community  would 
need,  some  could  not  find  employment  except  at  an  economic 
disadvantage.  Such  education  organized  labor  has  and  will 
always  continue  to  oppose.  On  the  other  hand,  should  adequate 
steps  be  taken  to  provide  for  the  proper  industrial  training  it  is 
found  that  the  unions,  like  those  in  Indianapolis,  readily  lend  their 
united  support.  They  are  ever  alert  to  their  own  needs,  and  will 
bitterly  fight  those  schemes  that  will  harm  their  cause.  "The 
only  way  to  avoid  working  an  injury  to  labor  under  the  name  of 
industrial  education  is  to  find  out  what  is  the  demand  for  labor 
in  a  community"  and  so,  "industrial  education  should  be  in  every 
instance  based  upon  a  survey  of  the  industries  of  a  community 
upon  an  accumulation  of  facts  regarding  the  employments  in  the 
communities."  With  such  a  basis,  the  public  schools  could  start 
to  provide  for  particular  industrial  needs  of  a  community  and 
really  do  some  good  on  account  of  the  accumulation  of  data  on 
hand. 

Industrial  education,  then,  would  come  close  in  the  life  and 
happiness  of  the  worker.  Because  the  test  of  efficiency  in  voca- 
tional education  is  wage-earning  and  not  production  alone,  it 
strikes  at  the  foundation  of  organized  labor  and  for  organized 
labor  to  oppose  it,  would  mean  to  impede  its  own  advancement. 
So  when  a  complete  and  beneficial  plan  of  vocational  education  is 
prepared  it  can  rely  on  the  assistance  of  organized  labor. 

This  has  been  the  policy  of  the  American  Federation  of  Labor 
during  the  past.  In  1903,  the  members  of  the  trades  unions  felt 
the  need  of  industrial  education,  because  they  were  paying  taxes 


342  INDIANAPOLIS  VOCATIONAL  SURVEY 

to  support  public  schools,  and  they  were  not  getting  from  these 
same  public  schools  the  kind  of  education  needed  to  develop  com- 
petent and  skilled  workmen.  In  that,  and  subsequent  years,  and 
even  up  to  the  last  convention,  the  American  Federation  of  Labor 
has  annually  appointed  committees  on  industrial  education  to 
oppose  or  endorse  such  plans  as  it  deemed  best.  It  can  be  found 
that  their's  has  been  a  guarding  interest  of  their  own  and  their 
children's  future  welfare. 

Why  should  this  not  be,  for  are  not  the  American  industries 
competing  against  foreign  industries  in  an  industrial  competition 
and  rivalry?  Industrial  competition  is  a  warfare  of  industrial 
competition  for  material  welfare  and  advancing  civilization. 
Organized  labor  believes  that  the  nation  which  shall  succeed  in  this 
industrial  warfare  is  the  one  with  skilled  mechanics.  If  American 
industries  fall  behind,  it  will  reflect  on  the  American  workman,  and 
so  it  is  up  to  the  American  workman  to  do  all  in  his  power  for  better 
industrial  advancement.  Germany's  success  was  due  to  its  army 
of  skilled  workers  and  it  is  up  to  America  to  meet  Germany  with 
its  own  tactics,  hence  organized  labor  states  that: 

"No  community  which  depends  upon  cheap  labor  in  the  sense  of 
underpaid  labor  can  win  out  in  international  competition  against  a 
nation  which  depends  upon  intelligent,  thoroughly-trained  labor.  Thor- 
oughly-trained labor  produces  cheaply,  not  because  it  is  underpaid,  but 
because  it  is  efficient.  And  thoroughly-trained  efficient  labor  can  de- 
mand high  wages  because  of  its  intelligence,  efficiency  andorganizaton." 

It  is  evident  that  organized  labor  believes  in  a  strong  plan  of 
practical  industrial  training,  for  the  failure  of  the  American 
industries  in  this  economic  war  would  mean  unemployment,  and 
the  standard  of  skilled  labor  would  be  degraded.  "America  can 
not  make  the  marked  stride  of  progress  as  in  the  past"  because  as 
Mr.  Gompers  states: 

"The  period  is  almost  past  when  the  United  States  can  depend  upon 
cheap  raw  materials  obtained  with  comparatively  little  labor  from  its 
mines  and  virgin  fields.  It  is  entering  upon  a  period  when  it  must  de- 
pend upon  the  qualities  of  human  labor.  Under  these  conditions  indus- 
trial decline  is  the  only  alternative  to  industrial  education." 

Industrial  education,  based  on  an  industrial  survey  to  regu- 
late the  supply  for  labor  power  in  accordance  with  the  demand  for 
labor  power  is  the  general  attitude  of  organized  labor  as  stated  by 
Mr.  Gompers.  The  declaration  offc  principles  and  policies  of 
organized  labor  in  New  York  City  in^!915  shows  in  a  concrete  way 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    343 

just  how  organized  labor's  ideas  are  executed.  As  a  representa- 
tion of  approximately  500,000  workers  this  declaration  proclaims 
the  demands  of  labor  in  a  very  forcible  manner.  It 

"endorses  industrial  education  in  the  public  schools  and  believes  that 
this  sort  of  education,  when  organized  with  reference  to  the  industrial 
character  of  the  community  in  which  it  is  given,  is  for  the  best  interests 
of  labor,  but  organized  labor  may  fairly  demand  that  the  training  given 
to  children  of  wage-earners  in  the  public  schools  shall  be  such  as  will 
insure  their  economic  well-being  to  the  fullest  extent  possible." 

Industrial  education  must  be  such  that  it  will  be  of  bene- 
fit to  the  community  is  one  of  its  requests.  To  do  this, 
vocational  education  must  be  preceded  by  a  complete  and  organ- 
ized survey  of  the  trades  and  industries  of  the  city,  for  the  purpose 
of  developing  information  as  to  the  number  of  trained  workers 
which  it  is  possible  for  the  trades  and  industries  to  absorb  each 
year  without  harming  the  wage-earning  power  of  workers  in  these 
industries.  "Nor  shall  this  education  be  education  for  education's 
sake,  but  this  vocational  education  that  is  to  be  established  must 
be  based  on  sound  industrial  facts."  Of  the  courses  offered  in  the 
trades,  organized  labor  does  not  approve  of  an  arbitrary  selection 
of  courses,  using  those  for  which  the  schools  are  properly  equipped 
to  give.  The  courses,  on  the  contrary,  should  be  adopted  only 
after  a  study  of  the  evolution  of  the  industries,  including  all  the 
new  processes  established  in  the  old  industries.  In  other  words, 
the  courses  should  be  up-to-date.  The  teachers,  also,  should  be 
men  who  have  served  their  apprenticeship  and  have  a  recognized 
standing  in  the  trade. 

Because  the  school  is  a  social  institution  and  its  highest  obli- 
gation is  to  serve  the  needs  of  society,  organized  labor  suggests 
that  there  should  be  a  friendly  co-operation  between  the  schools, 
the  employers  and  the  employees.  Everywhere,  it  endorses  such 
action.  It  can  be  found  that  in  the  New  York  City's  declaration 
for  industrial  education  in  1915,  organized  labor  makes  such 
recommendations  which  are  more  or  less  general  and  are  used 
elsewhere.  These  recommendations  are: 

1.  There  should  be  an  exhaustive  survey  and  a  report  on  in- 

dustrial conditions. 

2.  A  report  on  the  present  method  of  teaching  trades  or  occu- 

pations. 

3.  After  the  survey  there  should  be  created  advisory  committee 

consisting  of  employers  and  employees  to  give  advice  and 


344  INDIANAPOLIS  VOCATIONAL  SURVEY 

assistance  to  the  school  authorities  in  different  trades 
and  industries. 

4.  There  should  be  specified  qualifications  for  the  teachers  who 
must  have  served  several  years  in  the  trade  and  the  courses 
of  study  should  include  modern  industrial  processes. 

So,  then,  it  is  easy  to  see  the  attitude  of  organized  labor  toward 
vocational  education.  It  endorses  the  movement,  but  only  asks 
that  those  employers  striving  to  educate  apprentices  on  their  own 
initiative  to  show  organized  labor  that  their  intentions  are  good, 
and  their  results  will  be  beneficial  to  all  concerned.  If  they  are, 
labor  is  ready  to  marshal  its  united  force  behind  and  help  in  the 
march  toward  both  local  and  national  progress  and  prosperity. 

IV.     TRADE  AND  EDUCATIONAL  AGREEMENTS. 
Trade  Regulations  and  Agreements. 

Trade  regulations  are  a  set  of  rules  and  by-laws  imposed  by 
trades  unions  on  their  own  members  to  regulate  conditions  of  employ- 
ment. By  such  means,  they  have  endeavored  to  control  the  num- 
ber of  apprentices  in  their  respective  crafts  and  have  enumerated 
in  detail  the  different  steps  in  their  training — those  crafts  which 
require  the  greatest  skill  in  their  journeymen  imposing  on  their 
apprentices  the  most  stringent  laws  concerning  their  training. 

A  trade  agreement  is  similar  to  trade  regulations,  except  that 
the  employer  becomes  a  party  to  the  contract  and  guarantees  to 
do  his  part  in  seeing  that  the  specifications  of  the  agreement  are 
carried  out.  From  the  above  it  might  be  supposed  that  rules 
regulating  employment  may  not  be  efficient  unless  the  employer 
becomes  a  party  to  the  contract.  That  conditions  are  better  in 
such  a  case  is  true,  but  the  trade  regulations  of  the  unions  are  the 
means  by  which  those  associations  or  organized  labor  endeavor 
to  protect  their  own  interests. 

In  spite  of  all  this,  there  is  the  general  complaint  mentioned 
before,  that  even  those  agreements  and  regulations,  seemingly 
most  binding,  have  not  been  successful  in  producing  the  type  of 
journeymen  desired  by  the  trades  unions,  and  necessary  for  effi- 
cient work  in  the  skilled  trades.  Influences  tending  toward  the 
failure  of  this  institution  in  producing  skilled  labor  are  many. 
The  most  salient  are  mentioned  below. 

I.  The  best  systems  lack  a  technical  training  that  is  best 
taught  in  the  classroom. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    345 

II.  A  journeyman  in  a  responsible  position  primarily  must 
earn  the  wages  paid  him.     When  this  demands  all  of  his  time,  a 
boy  under  his  training  may  become  a  helper  instead  of  an  appren- 
tice, learning  how  to  perform  a  duty,  but  not  why  he  performs  it. 

III.  The  apprentice  may  be  left  to  shift  more  or  less  by  him- 
self, and  one  of  two  results  may  follow : 

a.  He  may  become  discouraged  and  leave  his  industry. 

b.  He  may  stay  at  one  duty  until  he  becomes  a  machine  hand 

instead  of  a  journeyman. 

IV.  Apprentices  themselves  may  decide  to  become  machine 
hands  rather  than  journeymen  because  of  a  higher  immediate 
wage. 

V.  Many  employers  prefer  to  look  upon  the  apprenticeship 
system  as  a  means  of  acquiring  cheap  labor  instead  of  an  educa- 
tional system  for  the  training  of  skilled  labor. 

VI.  Many  of  the  agreements  are  not  so  binding  but  that,   be- 
cause of  some  small  technicality,  they  may  be  broken. 

In  Indianapolis  trade  agreements  have  been  entered  into  by 
employers  and  employees  among  master  sheet-metal  workers, 
cement  finishers,  structural-iron  workers,  journeymen  plumbers, 
metal  polishers  in  stove  works,  boilermakers,  and  the  blacksmiths 
and  machinists  of  the  Big  Four  and  Cincinnati,  Indianapolis  and 
Western  railroads.  All  branches  of  the  printing  trades  are  cov- 
ered by  such  agreements — the  training  of  master  printers,  machine 
tenders,  pressmen,  photo  engravers,  stereotypers,  bookbinders, 
bindery  girls,  and  mailers. 

Two  establishments  visited  have  their  own  apprenticeship  con- 
tracts. These  are  printed  near  the  close  of  a  series  of  contracts 
immediately  following  this  text.  It  may  be  noticed  that  those, 
specifications  regarding  the  minors  employed  are  very  stringent 
while  those  governing  the  employer  are  not  binding.  In  one  of 
them,  among  other  reasons  why  a  minor  may  be  dismissed,  is  "for 
any  other  good  and  sufficient  reason." 

As  to  the  changing  of  these  agreements  to  include  vocational 
education,  there  seems  a  general  enthusiasm  among  the  trades 
unions  because  their  members  realize  that  such  training  will  in- 
crease their  economic  value.  As  soon  as  employers  understand 
that  it  will  increase  the  efficiency  of  their  working  force,  decrease 
waste  due  to  inefficient  workers,  enlarge  their  output  and  increase 
their  profits,  they  will  desire  to  lend  their  support  to  vocational 
education. 


346  INDIANAPOLIS  VOCATIONAL  SURVEY 

There  follow  copies  of  regulations  in  thirteen  crafts  concerning 
apprentices,  sixteen  trade  agreements  dealing  with  the  same  and 
contracts  of  two  individual  establishments,  all  of  Indianapolis. 
These  embrace  practically  all  in  existence  in  this  city  which  con- 
tain specific  and  constructive  clauses  for  the  production  of  effi- 
cient journeymen.  They  serve  to  show  what  hitherto  has  been 
done  in  some  industries  toward  the  training  of  skilled  labor. 

Building  Trades. 

CONSTITUTION  AND  BY-LAWS. 

Journeymen  Bricklayers',  Masons'  and  Marble  Setters'  Union  No.  3. 


APPRENTICE  LAWS. 

Section  1.  Any  boy  wishing  to  become  indentured  to  learn 
the  trade  of  bricklaying  or  masonry  shall,  by  applying  to  this  union, 
receive  a  permit  to  work  for  a  period  of  fifteen  days  on  probation 
with  his  intended  employer  and  members  of  this  union;  at  the  ex- 
piration of  this  permit  the  applicant  shall  present  to  this  union  an 
agreement,  signed  by  the  contractor  or  firm,  and  himself,  together 
with  the  consent  of  his  parents  or  guardian,  stating  the  number  of 
years  (not  more  than  four)  the  apprentice  is  to  serve,  which 
agreement  miist  be  approved  of  by  the  joint  arbitration  board ; 
this  term  of  apprenticeship  to  begin  at  date  of  issuing  of  first 
permit.  This  union  must  protect  both  parties  to  the  agreement 
to  the  full  extent  of  its  power. 

Sec.  2.  Each  apprentice  must  be  instructed  as  far  as  possible 
by  his  employer,  or  the  foreman  of  his  employer,  in  the  reading  of 
plans  and  the  laying  out  of  work.  Apprentice's  wages  for  the  first 
three  years  shall  be  agreed  upon  by  the  employer  and  apprentice, 
subject  to  the  approval  of  the  joint  arbitration  board;  for  the 
fourth  year,  apprentice  shall  receive  not  less  than  seventy  per  cent 
of  the  prevailing  rate  of  wages  for  journeymen,  subject*©  agree- 
ment of  the  employer  and  apprentice,  and  approval  of  the  joint 
arbitration  board. 

Sec.  3.  No  person  over  the  age  of  21  years,  unless  he  be  the 
son  of  a  member  or  the  son  of  a  recognized  contractor  (and  in  no 
case  over  the  age  of  twenty-three  years)  shall  be  eligible  to 
apprenticeship.  Within  thirty  days  after  the  expiration  of  his 
apprenticeship,  and  being  vouched  for  as  competent,  the  appren- 
tice must  present  himself  for  initiation  and  will  be  admitted  to  full 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    347 

membership  upon  payment  of  one-half  the  regular  initiation  fee 
and  all  I.  U.  assessments. 

Sec.  4.  Should  any  apprentice  lose  his  position  by  circum- 
stances over  which  he  has  no  control,  it  shall  be  the  duty  of  the 
union,  at  his  request,  to  provide  a  place  for  him  to  finish  his 
apprenticeship,  but  should  any  apprentice  voluntarily  leave  his 
employer,  he  shall  at  once  state  the  cause  to  the  union,  and,  if  not 
sustained  by  it,  he  will  not  be  permitted  to  work  in  its  jurisdiction 
for. or  with  any  other  contractor. 

Sec.  5.  No  employer  or  firm  of  employers  shall  be  allowed  more 
than  one  apprentice  until  the  first  shall  have  served  two  years' 
apprenticeship.  When  the  first  apprentice  has  served  two  years, 
the  second  one  may  be  granted  on  proper  application.  In  no  case 
shall  the  union  grant  an  employer  the  privilege  of  more  than  one 
apprentice  working  under  instructions  if  he  has  a  regular  inden- 
tured apprentice.  No  employer  will  be  allowed  an  apprentice  until 
he  has  been  contracting  one  year  or  more. 

Sec.  6.  Any  employer  having  an  apprentice  assigned  to  him 
for  a  term  of  years  must  keep  said  apprentice  working  at  the  trade, 
and  not  at  some  other  kind  of  employment,  where  he  will  have  no 
chance  of  becoming  an  efficient  bricklayer  or  mason  within  the 
time  given  him  by  this  union. 

Sec.  7.  Any  employer  releasing  an  apprentice  before  said 
apprentice  has  served  his  full  time  shall  not  be  granted  another 
until  the  released  apprentice's  time  has  expired. 

Sec.  8.  No  apprentice  shall  be  granted  a  permit  to  work  for 
another  contractor  without  the  written  consent  of  his  employer,  or 
the  joint  arbitration  board,  and  a  written  request  of  contractor 
wishing  to  employ  said  apprentice;  this  transaction  shall  be  sub- 
ject to  the  approval  of  the  union.  Should  any  apprentice  leave 
the  jurisdiction  of  this  union  with  his  employer,  he  must  take  a 
letter  certifying  to  the  fact  that  he  is  duly  registered  apprentice 
of  this  union  to  the  union  whose  jurisdicition  he  intends  to  work. 

Sec.  9.  Any  apprentice  not  being  found  competent  by  three 
members  of  this  union,  at  the  expiration  of  his  time,  may  be  granted 
one  more  year  under  instructions,  and  shall  conform  to  the  rules 
and  regulations  governing  members  of  this  union;  he  shall  pay 
full  initiation  fee,  one-half  on  making  application  and  balance  when 
initiated;  no  contractor  shall  be  allowed  more  than  one  working 
under  instructions  at  any  time.  The  entire  section  to  apply  to 
regularly  assigned  apprentices  of  this  union  only. 

Sec.  10.     All  apprentices  of  this  union  shall  serve  their  em- 


348  INDIANAPOLIS  VOCATIONAL  SURVEY 

ployer  faithfully  and  shall  report  for  work  promptly.  They  shall 
obey  all  the  laws  of  this  union  and  act  in  a  respectful  manner 
towards  its  members.  For  any  violation  of  this  section  or  other 
laws  of  this  union  an  apprentice  shall  be  notified-  to  appear  before 
a  regular  meeting.  If,  after  proper  investigation  he  be  found 
guilty,  he  shall  be  subject  to  such  penalty  or  reprimand  as  the 
union  may  impose.  Any  apprentice  found  guilty  three  different 
times  shall  have  his  name  stricken  from  the  rolls  and  shall  not  be 
allowed  to  work  with  any  members  of  this  union,  and  the  I.  U. 
shall  be  so  notified.  An  apprentice  shall  have  the  right  to  appear 
before  this  union  at  any  time  to  present  in  writing  any  grievance, 
which  shall  be  immediately  referred  for  settlement. 

CONSTITUTION  OF  THE 

Carpenters'  District  Council  on  Apprentices. 

Sec.  7.  Special  working  cards  shall  be  issued  to  apprentices 
and  semi-beneficial  members  whom  the  D.  C.  shall  permit  to 
work  under  the  regular  scale  of  wages.  Special  working  cards  shall 
be  marked  "apprentice"  and  "dispensation"  so  as  to  distinguish 
them  from  regular  cards. 

Sec.  13.  Any  local  union  admitting  an  apprentice  to  mem- 
bership in  this  district  shall  be  required  to  ascertain  how  much 
experience  the  applicant  has  had  in  the  carpenter  line  prior  to 
making  application  to  join  the  union,  and  make  a  record  of  the 
same,  and  the  apprenticeship  of  the  applicant  should  terminate 
four  years  from  the  beginning  of  said  apprenticeship.  All  con- 
tractors employing  apprentices  under  this  rule  shall  be  required 
to  sign  an  agreement  governing  the  hours  of  labor,  rate  of  wages, 
and  the  fact  that  the  contractor  will  see  to  it  that  any  apprentice 
in  his  employ  be  given  full  opportunity  to  learn  the  carpenter 
trade,  and  that  the  apprentice  should  be  kept  steadily  employed 
as  consistent  so  to  do.  And  be  it  further  agreed  that  said  agree- 
ment shall  be  binding  to  all  parties;  and  that  if  at  any  time  the 
carpenter's  district  council  feels,  after  due  investigation,  that  the 
intent  of  the  agreement  is  being  violated,  any  apprentice  in  the 
employ  of  the  contractor  will  be  taken  from  said  contractor  until 
such  time  as  the  contractor  agrees  to  abide  by  the  terms  of  said 
agreement. 

Sec.  14.  Any  contractor  employing  on  an  average  of  three 
journeymen  a  year  shall  be  permitted  to  use  an  apprentice,  with 
the  privilege  of  one  additional  apprentice  for  each  additional  ten 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    349 

men  employed.  Any  apprentice  not  under  17  years  of  age,  and 
not  over  22  years  of  age,  may  engage  himself  to  learn  the  car- 
penter trade,  but  shall  be  required  to  make  application  for  mem- 
bership in  some  local  union  in  this  district.  He  shall  be  required 
to  enter  into  contract  with  his  employer  to  serve  an  apprentice- 
ship of  four  years,  said  contract  to  be  furnished  by  the  carpenter's 
district  council,  and  under  no  condition  will  an  apprentice  be  per- 
mitted to  violate  this  agreement,  or  leave  his  employer  without 
just  cause.  Said  employer  shall  agree  to  keep  said  apprentice 
steadily  employed  at  least  seven  months  in  each  year,  and  to 
give  said  apprentice  every  opportunity  to  qualify  himself  as  a 
first-class  mechanic.  After  four  years  of  apprenticeship  said 
apprentice  shall  be  transferred  to  the  beneficial  class. 

TRADE  RULES 

Floor  Layers'  Local  Union. 

Section  4.  The  wage  of  an  apprentice  shall  be  as  follows: 
First  year,  optional;  second  year,  25  cents  per  hour;  third  year, 
32}/2  cents  per  hour;  fourth  year,  40  cents  per  hour,  after  which 
they  shall  be  qualified  to  receive  the  same  rate  of  wages  paid 
journeymen. 

BY-LAWS 

Local  Union  No.  481  Electrical  Workers. 

ON  APPRENTICES. 
ARTICLE  V. 

Section  2.  After  an  apprentice  has  served  one  year  at  the 
trade  he  must  appear  then,  and  every  six  months  thereafter 
before  the  examining  board  for  a  preliminary  examination.  The 
examining  board  shall  report  the  result  of  such  examination  to  the 
executive  board,  who  shall  take  such  measures  as  may  be  neces- 
sary to  secure  the  apprentice  the  proper  experience  at  the  trade. 
All  apprentices  must  be  passed  upon  by  the  executive  board  and 
registered  by  the  examining  board.  After  apprentice  has  had 
three  years'  experience  he  must  appear  before  the  examining 
board  and  take  examination  for  third-year  apprentice  or  helper. 
Failing  to  pass  the  examination,  he  can  not  be  examined  before 
said  board  before  the  expiration  of  six  months.  In  case  any  helper 
or  apprentice  shall  refuse  to  comply  with  the  requirements  of  the 
examining  board  they  shall  report  his  case  to  the  executive  board, 
who  shall  stop  his  card  until  he  has  complied  with  this  rule. 


350 

Sec.  3.  All  apprentices  or  helpers'  under  one  year  shall 
work  on  permit,  and  shall  pay  fee  of  $0.25  per  week.  They  shall 
apply  before  the  executive  board  weekly,  Monday  evenings,  8 
o'clock  sharp.  Apprentices,  after  expiration  of  one  year's  exper- 
ience, shall  make  application  for  card,  and  on  becoming  member 
shall  pay  $1.00  per  month  dues.  Helpers  and  apprentices  shall 
be  subject  to  all  assessments,  and  entitled  to  all  benefits  same  as 
journeymen. 

BY-LAWS  OF 

Painters,  Decorators  and  Paperhangers,  Local  47. 

RULES  AND  REGULATIONS  TO  GOVERN  APPRENTICES. 

Section  1.  A  contractor  who  employs  an  average  of  five  men 
for  the  year  will  be  entitled  to  one  apprentice,  or  an  additional  ap- 
prentice for  ten  or  more.  No  shop  will  be  allowed  more  than 
two  apprentices. 

Sec.  2.  No  application  will  be  considered  for  apprenticeship 
under  the  age  of  sixteen  (16)  years  or  over  twenty-one  (21). 

Sec.  3.  All  apprentices  will  be  required  to  first  get  a  permit 
from  the  business  agent  before  going  to  work.  This  permit  will 
allow  an  apprentice  to  work  two  (2)  weeks  on  probation;  after 
two  weeks,  if  satisfactory  to  his  employer,  he  must,  at  the  next 
regular  meeting  of  the  union,  present  himself  for  initiation. 

Sec.  4.  Apprentices  will  be  required  to  pay  one  dollar  ($1.00) 
as  initiation  fee,  10  cents  per  month  dues  and  10  cents  for  a  work- 
ing card,  which  he  will  be  required  on  demand  to  show  any  per- 
son. Said  working  card  must  have  the  word  apprentice  stamped 
upon  it  in  as  large  letters  as  convenient. 

Sec.  7.  Should  any  apprentice  lose  his  position  by  circum- 
stances over  which  he  has  no  control,  it  shall  be  the  duty  of  the 
business  agent  to  place  him  the  first  opportunity,  giving  him 
preference  over  new  applications;  but  if  an  apprentice  voluntarily 
leaves  his  employer  he  shall  at  once  state  the  cause  to  the  business 
agent  or  officers  of  this  union,  and  if  not  sustained,  he  will  not  be 
permitted  to  work  in  the  jurisdiction  of  this  union  for  or  with  any 
other  contractor. 

Sec.  8.  Apprentices  must  obey  the  business  agent  at  all  times, 
subject  to  an  appeal  to  the  officers  of  the  union  if  the  apprentice 
feels  that  he  has  been  unjustly  treated. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    351 
CONSTITUTION  OF 

The  Brotherhood  of  Painters,  Decorators  and  Paperhangcrs  of 

America. 

LAWS  REGARDING  APPRENTICES. 

Whereas,  our  craft  has  suffered  to  an  alarming  extent  from  the 
constantly  increasing  number  of  incompetent  men  drifting  into 
our  ranks,  it  behooves  us  to  use  our  best  efforts  to  establish  some 
means  whereby  the  standard  of  skill  may  be  raised  and  encourage- 
ment given  to  young  men  to  become  appr^t'V^s  and  thoroughly 
master  the  trade. 

The  indenturing  of  apprentices  is  the  best  means  of  securing 
that  efficiency  which  is  desirable,  and  of  giving  to  the  employer 
a  guarantee  that  some  return  will  be  made  to  him  for  his  effort 
to  turn  out  competent  workmen;  therefore,  all  local  unions  and 
district  councils  under  our  jurisdiction  should  endeavor  to  intro- 
duce the  system  of  indenturing  apprentices. 

Section  256.  All  boys  engaging  to  learn  the  trades  enumerated 
in  the  constitution  shall  register  with  the  local  union  in  the  locality 
where  they  are  employed.  Local  unions  and  district  councils 
shall  keep  a  record  of  such  apprentices  and  forward  a  copy  of  same 
to  the  G.  S.  T.  Where  the  working  card  system  is  in  force, 
apprentices  shall  be  furnished  with  an  apprentice  card.  Should 
an  apprentice  be  compelled  to  leave  the  locality  where  he  com- 
menced his  apprenticeship  the  local  union  must  furnish  him  a 
clearance  card,  stating  the  length  of  time  he  has  served  at  the 
trade. 

Sec.  257.  Apprentices,  in  the  last  year  of  their  service  shall 
be  entitled  to  a  seat  in  the  union,  free  of  charge,  but  have  no  vote. 
On  completion  of  their  apprenticeship  they  shall  be  placed  on  the 
roll  as  beneficial  members  subject  to  the  provisions  of  the  con- 
stitution governing  benefits.  No  capitation  tax  is  required  of 
apprentices. .  In  cities  where  business  agents  are  employed,  local 
unions  may  charge  $1.00  initiation  fee  and  not  less  than  10  cents 
per  month  dues. 

Sec.  258.  Any  boy  engaging  to  learn  the  trade  of  painting, 
paperhanging  and  decorating,  or  other  allied  trades,  must  be  under 
the  age  of  21  years  at  the  time  of  his  registration,  unless  special 
dispensation  is  granted  by  the  G.  E.  B.,  and  shall  be  re- 
quired to  serve  a  regular  apprenticeship  of  three  consecutive 
years. 


352  INDIANAPOLIS  VOCATIONAL  SURVEY 

Sec.  259.  A  boy  who  has  contracted  with  an  employer  to 
serve  a  certain  term  of  years  shall  on  no  pretense  leave  said  em- 
ployer without  his  consent  unless  there  is  a  just  cause,  or  in 
consequence  of  the  death  or  relinquishment  of  business  by  his  em- 
ployer; an  apprentice  leaving  except  for  good  reasons  shall  not  be 
permitted  to  work  under  the  jurisdiction  of  any  local  union  in  our 
brotherhood,  but  shall  be  required  to  return  to  his  employer  and 
serve  out  his  apprenticeship. 

Sec.  260.  Each  local  union  and  district  council  shall  make 
regulations  limiting  the  number  of  apprentices  employed  in  each 
shop  to  one  for  such  number  of  journeymen  as  may  seem  just. 

Sec.  261.  When  an  apprentice  completes  his  time  and 
becomes  a  qualified  journeyman  the  financial  secretary  shall  place 
him  on  the  list  of  beneficial  members  (subject  to  the  laws  govern- 
ing such  members),  and  he  shall  pay  full  dues  and  regular  assess- 
ments. The  financial  secretary  shall  notify  the  general  office 
that  he  has  been  placed  on  the  beneficial  roll. 

Metal  Trades 

LAWS  OF  THE 
Patternmakers'  League  of  North  America 

ON  APPRENTICES. 

Clause  1.  This  league  recognizes  five  (5)  years  as  the  length 
of  time  an  apprentice  should  serve  at  the  trade,  and  we  shall  use 
our  influence  to  establish  this  as  a  universal  rule. 

Clause  2.  The  following  ratio  of  apprentices  shall  be  allowed : 
One  to  each  shop,  irrespective  of  the  number  of  journeymen  em- 
ployed, and  one  to  every  eight  journeymen  employed  thereafter, 
such  regulations  to  be  governed  by  the  average  number  of  jour- 
neymen employed  in  the  shop. 

Clause  3.  No  boy  shall  begin  to  learn  the  trade  previous  to 
arriving  at  the  age  of  sixteen  years. 

Clause  4.  Each  -association  must  insist  on  all  apprentices 
serving  the  recognized  time  of  apprenticeship  and  on  a  strict  com- 
pliance with  the  terms  of  any  indentures  existing  between  appren- 
tices and  employers. 

Clause  5.  Each  association  must  keep  a  record  of  all  appren- 
tices working  within  its  jurisdiction,  as  to  date  of  commencing 
apprenticeship,  age,  wages  received,  and  date  at  which  appren- 
ticeship will  cease. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    353 

Clause  6.  All  legitimate  apprentices  are  to  be  registered  with 
the  secretaries  of  the  associations. 

ADMISSION  OF  APPRENTICES  TO  MEMBERSHIP. 

Clause  7.  All  apprentices  who  have  been  such  for  a  period  of 
one  year,  after  examination  by  the  executive  committee,  shall  be 
eligible  for  membership. 

Clause  8.  During  his  apprenticeship  he  shall  attend  a  school 
teaching  technical  courses  such  as  will  fit  him  to  become  a  practi- 
cal and  competent  journeyman  (such  schools  to  be  approved  by  the 
association).  The  apprentice  should  graduate  in  such  studies  be- 
fore the  expiration  of  his  apprenticeship. 

Clause  9.  It  shall  be  the  duty  of  the  association  to  see  that 
all  apprentices  are  afforded  proper  treatment  and  given  ample 
opportunity  to  learn  the  trade.  No  apprentice  can  leave  his  em- 
ployment during  his  apprenticeship  unless  his  grievance  has  been 
submitted  to  the  association,  and  such  change  of  employment  is 
approved  by  the  executive  committee  of  the  association. 

Clause  10.  Each  apprentice  who  has  worked  one  year  at  pat- 
tern-making, and  has  proved  his  capacity  for  learning  the  trade, 
shall  be  eligible  for  membership  in  the  association  on  the  payment 
of  an  initiation  fee  of  one  ($1.00)  dollar.  Upon  the  failure  of  the 
apprentice  to  join  before  the  end  of  the  third  year  of  his  appren- 
ticeship he  shall  be  approved  by  the  men  in  the  shop  ami  by  the 
executive  committee  of  the  association,  and  must  show  that  he 
entered  the  business  at  the  required  age  and  is  properly  registered 
in  a  school  teaching  technical  courses,  as  deemed  necessary  by  the 
association  to  educate  the  apprentice  in  order  to  make  a  practical 
and  competent  mechanic. 

Clause  11.  The  weekly  dues  of  apprentices  shall  be  as  follows: 
First  year,  10  cents;  second  year,  20  cents;  third  year,  30  cents; 
fourth  year,  not  less  than  40  cents. 

Clause  12.  Each  apprentice  shall  be  eligible,  after  he  has  been 
one  year  a  member  of  the  association,  to  the  following  sick  benefits : 
Third  year  of  apprenticeship,  $2.00  per  week;  fourth  year  of  ap- 
prenticeship, $3.00  per  week;  fifth  year  of  apprenticeship,  $4.00 
per  week. 

Clause  13.  After  one  year  of  membership  in  good  standing  he 
shall  be  entitled  to  a  death  benefit  of  $25.00.  One  year  after  the 
expiration  of  his  apprenticeship  he  shall  be  entitled  to 'a  death 
benefit  of  $50.00,  and  thereafter  to  the  graduated  death  benefit  as 
provided  for  in  these  laws. 

6647—23 


354  INDIANAPOLIS  VOCATIONAL  SURVEY 

Clause  14.  The  cost  of  due  stamps  for  apprentices  shall  be 
one-half  of  the  weekly  dues,  such  stamps  to  be  issued  by  the  league. 

Clause  15.  Apprentices  shall  be  entitled  to  tool  benefits  in 
accordance  with  the  laws  governing  tool  benefits. 

Clause  16.  All  apprentices  working  at  the  trade  when  the 
laws  governing  apprentices  become  effective  shall  be  admitted  to 
the  membership  as  provided  for. 

Clause  17.  All  apprentices,  members  of  the  association,  shall 
be  entitled  to  a  voice  in  all  discussions,  but  no  vote. 

CONSTITUTION  OF  THE 

International  Moulders 

ARTICLE  IX. 
APPRENTICES. 

Section  1.  Any  boy  engaging  himself  to  learn  the  trade  of 
moulding  shall  be  required  to  serve  four  years.  He  shall  in  no  case 
leave  his  employer  without  a  just  cause,  and  any  apprentice  so  leav- 
ing shall  not  be  permitted  to  work  under  the  jurisdiction  of  any  sub- 
ordinate union,  but  shall  be  required  to  return  to  his  employer. 
The  following  ratio  of  apprentices  shall  be  allowed :  One  to  each 
shop,  irrespective  of  the  number  of  members  employed,  and  one  to 
every  five  members  employed  thereafter;  and  no  boy  shall  begin 
to  learn  the  trade  previous  to  arriving  at  the  age  of  sixteen  years. 
The  number  of  apprentices  shall  be  computed  by  the  number  of 
journeymen  employed,  it  being  understood  that  when  the  number 
of  journeymen  is  increased,  said  increase  shall  have  been  in  exist- 
ence not  less  than  eight  weeks  previous  to  the  employment  of  any 
additional  apprentices. 

Sec.  2.  It  shall  be  the  duty  of  the  shop  committee  to  secure  the 
name  and  age  of  each  boy  apprenticed  in  the  shop,  together  with 
the  record  of  the  date  when  his  apprenticeship  began;  also  the 
names  of  parents  or  guardians;  this  data  to  be  entered  in  a  record 
book  kept  by  the  recording  secretary. 

Sec.  3.  It  shall  be  the  duty  of  every  member  of  the  union  to 
see  that  the  recorded  apprentice  be  given  an  opportunity  on  all 
classes  of  work  made  in  the  shop  in  which  he  is  recorded,  and  the 
officers  shall  use  their  best  endeavors  to  have  apprentices  dis- 
tributed as  equally  as  possible  at  the  different  branches  of  the 
trades,  in  preference  to  having  them  placed  together  under  an 
instructor. 

Sec.  4.  It  shall  be  the  duty  of  local  unions  to  organize  appren- 
tice auxiliaries  whenever  practical.  It  shall  be  the  duty  of  such 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    355 

local  unions,  through  their  officers  or  committees,  to  assist  such 
auxiliaries  in  the  transaction  of  their  business.  It  shall  be  also 
the  duty  of  officers  or  committees  of  local  unions  to  advise  the 
apprentices  and  instruct  them  in  the  principles  and  aims  of  the 
trades  union  movement,  and  especially  those  of  the  I.  M.  U.  of 
N.  A.  Where  local  unions  have  already  established  auxiliary 
branches  they  shall  at  once  furnish  the  president  of  the  I.  M.  U. 
of  N.  A.  with  copies  of  rules  regulating  such  auxiliary  branches,  in 
order  that  a  bureau  of  information  will  be  established  to  which 
local  unions  can  apply  for  same  when  necessary.  Local  unions 
shall  also  endeavor  to  have  the  apprentices  take  a  course  in  a  tech- 
nical school,  in  order  to  obtain  as  thorough  knowledge  of  the  trade  as 
possible. 

CONSTITUTION  OF  THE 

International  Association  of  Machinists 

ON  APPRENTICES. 
ARTICLE  VII. 

Section  1.  Any  boy  engaging  himself  to  learn  the  trade  of 
machinist  must  serve  four  (4)  years.  He  shall  in  no  case  leave 
his  employer  without  just  cause,  said  cause  to  be  approved  by 
the  lodge  of  which  he  is  a  member.  Any  apprentice  failing  to 
comply  with  this  provision  shall  stand  suspended  from  all  benefits 
of  this  association  until  he  returns  to  his  employer.  Failure  to 
return  to  his  employer  within  three  months  shall  be  sufficient  cause 
for  expulsion  from  this  association.  The  following  ratio  of  appren- 
tices shall  be  allowed :  One  to  each  shop,  irrespective  of  the  num- 
ber of  machinists  employed,  and  one  to  every  five  (5)  machinists 
thereafter;  and  no  boy  shall  begin  to  learn  the  trade  of  machinist 
until  he  is  sixteen  (16)  years  old,  nor  after  he  is  twenty-one  (21) 
years  of  age. 

DUES  AND  BENEFITS. 

Sec.  2.  Apprentices  who  have  served  two  years  at  the  trade 
shall  be  eligible  for  membership  by  paying  one-half  initiation  fee 
and  one-half  dues  and  assessments,  for  which  they  shall  be  entitled 
to  one-half  sick,  victimized  and  strike  benefits.  They  shall  be 
entitled  to  the  Journal  regularly,  and  full  death  benefits. 

COMPLETION  OF. 

Sec.  3.  On  the  expiration  of  their  apprenticeship  they  shall 
obtain  not  less  than  the  minimum  rate  of  pay  in  their  locality 


356  INDIANAPOLIS  VOCATIONAL  SURVEY 

and  pay  full  dues  and  assessments,  and  be  entitled  to  full  mem- 
bership. 

TRAVELING  CARDS. 

Sec.  4.  Traveling  cards  can  not  be  granted  to  apprentices 
until  they  have  completed  their  time. 

Printing  Trades. 

CONSTITUTION  OF 

Typographical  Union  No.  1. 

ARTICLE  VI. 

APPRENTICES HOW  AND  WHEN  ADMITTED REGULATION  OF. 

Section  1.  An  office  employing  one  or  two  journeymen  shall 
be  allowed  one  apprentice;  three  to  five  journeymen,  two  appren- 
tices, and  for  each  ten  additional  journeymen  an  apprentice 
extra. 

Sec.  2.  It  shall  be  the  duty  of  this  union,  in  compliance 
with  the  recommendation  of  the  International,  to  insist  upon  the 
indenturing  of  all  apprentices.  A  record  shall  be  kept  of  such 
apprentices  and  a  certificate  issued  to  each,  which  certificate  shall 
be  presented  to  the  union  where  application  is  made  for  member- 
ship as  a  journeyman.  No  apprentice  shall  leave  one  office  and 
enter  that  of  another  employer  without  the  written  consent  of  his 
first  employer  and  the  president  of  the  union,  and  the  date  of  such 
change  of  officers  by  the  apprentice  shall  be  recorded  on  the  books 
of  the  union. 

Sec.  3.  Any  apprentice  who  has  served  at  the  business  two 
years  must  be  admitted  (if  competent)  to  a  seat  in  this  body  upon 
the  payment  of  two  ($2)  dollars  and  accompanied  by  an  applica- 
tion indorsed  by  two  members  of  the  union.  Upon  the  presenta- 
tion of  such  application  a  ballot  shall  be  taken  in  the  same  manner 
and  governed  by  the  same  rules  as  those  applying  to  the  admission 
of  journeymen. 

Sec.  4.  It  shall  be  the  duty  of  this  union  to  establish  a  scale 
of  wages  for  apprentices  at  the  end  of  the  second  year  of  their 
apprenticeship,  and  shall  protect  them  against  unfair  discrimina- 
tion and  discharge,  the  same  as  if  they  were  journeymen. 

Sec.  5.  It  shall  be  incumbent  upon  this  union  to  insist  upon 
the  enforcement  of  all  International  law  relative  to  the  govern- 
ment and  protection  of  apprentices. 

Sec.  6.  All  apprentices,  upon  their  admission,  shall  subscribe 
to  the  following: 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    357 

OBLIGATION. 

"I, ,  do  most  solemnly 

promise  that  I  will  never  divulge  to  any  person  or  persons  what- 
soever, under  any  circumstances,  anything  I  may  see  or  hear  at 
the  meetings  of  this  union,  or  which  may  come  to  my  knowledge 
through  other  means  touching  any  business  or  legislation  intended. 
All  this  I  promise  without  any  mental  reservation,  and  will,  to 
the  best  of  my  ability,  faithfully  observe  all  the  requirements  of 
this  obligation." 

Sec.  7.  An  apprentice  admitted  under  the  foregoing,  upon  the 
completion  of  his  term  of  apprenticeship,  may  be  admitted  to  full 
membership  upon  subscribing  to  the  obligation  required  of  journey- 
men and  signing  the  constitution  of  the  union,  and  by  the  payment 
of  five  ($5)  dollars  additional. 

GENERAL  REGULATIONS 
GOVERNING  APPRENTICES  OF  THE 

Stereotypers*  and  Electrotypers'  Union  of  North  America. 

APPRENTICES. 

Section  17.  It  is  enjoined  upon  each  subordinate  union  to 
make  regulations  limiting  the  number  of  apprentices  to  be  em- 
ployed in  each  office  to  one  for  such  number  of  journeymen  as  to 
the  union  seems  just. 

It  shall  be  obligatory  upon  each  subordinate  union  defining 
through  its  regulations  the  ratio  of  apprentices  to  prevail  within 
its  jurisdiction,  to  also  devise  and  adapt  some  practical  method  or 
system  best  suited  to  meet  existing  conditions  that  will  provide 
for  the  thorough  instructon  of  the  trade  apprentice  in  all  the  intric- 
cacies  of  the  craft  during  his  five-year  apprentice  term. 

No  subordinate  union  shall  admit  to  membership  any  person 
who  has  not  served  an  apprenticeship  of  at  least  five  years. 

An  apprentice  at  stereotyping  or  electrotyping  must  make 
application  for  membership  to  the  union  having  jurisdiction  over 
the  office  in  which  he  serves  his  apprenticeship. 

Where  an  apprentice  has  intermittent  employment,  local  unions 
shall  require  affidavit  from  applicant  regarding  time  of  service, 
such  affidavits  to  be  on  file  and  authenticated  before  favorable  ac- 
tion shall  be  taken  on  said  apprentice's  application  for  member- 
ship. 

It  shall  be  mandatory  upon  every  chairman  of  chapel  to  register 


358  INDIANAPOLIS  VOCATIONAL  SURVEY 

apprentices  with  the  secretary  of  his  local  union  and  with  the 
secretary-treasurer  of  the  I.  S.  &  E.  U.  within  thirty  days  after 
employment. 

In  event  of  such  registered  apprentice  losing  his  position 
through  no  fault  of  his  own  (which  fact  is  to  be  determined  by  the 
local  within  whose  jurisdiction  he  has  been  employed)  he  shall  be 
eligible  to  the  first  apprentice  vacancy  occuring  to  complete  his 
unexpired  term  of  apprenticeship. 

Apprentices  in  any  office  under  the  jurisdiction  of  the  Inter- 
national Stereotypers'  and  Electrotypers'  Union  shall  not  be  per- 
mitted to  work  more  than  six  day  or  night  shifts  within  the  week. 

Provided.  That  the  executive  board  shall  be  authorized  to 
permit  an  apprentice  to  work  more  than  six  days  or  nights  when, 
in  their  judgment,  conditions  would  warrant  the  same. 

ARTICLE  XXV. 

TECHNICAL  EDUCATION.' 

Section  1.  Every  local  union  shall  immediately  appoint  or 
elect  a  local  committee  to  be  known  as  a  technical  education  com- 
mittee, whose  duty  shall  be  to  properly  educate  the  recognized 
apprentices  employed  in  the  jurisdiction  covered  by  such  local 
union.****** 

REGULATIONS  IN 

The  Mailers'  Union. 

APPRENTICES. 

Sec.  3l.  It  is  the  sense  of  the  International  and  Mailers'  Trade 
District  Unions  that  subordinate  unions  should  not  admit  appli- 
cants under  21  years  of  age  to  full  membership. 

Sec.  32.  It  is  enjoined  upon  each  subordinate  union  to  make 
regulations  limiting  the  number  of  apprentices  to  be  employed  in 
each  office  to  one  for  such  number  of  journeymen  as  to  the  union 
may  seem  just. 

Sec.  33.  Apprentices,  upon  entering  offices  under  the  juris- 
diction of  the  International  Typographical  and  Mailers'  Trade 
District  Unions  should  all  be  registered  by  local  unions.  A  record 
shall  be  kept  of  such  apprentices  and  a  certification  issued  to  each, 
which  certificate  shall  be  presented  to  the  union  where  application 
is  made  for  membership  as  a  journeyman,  said  certificate  to  be  as 
follows: 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    359 

CERTIFICATE  OF  APPRENTICESHIP. 
(MAILERS  TRADE  DISTRICT  UNION.) 

This  is  to  certify  that has  on  this 

date  entered  the  employ  of as  an  apprentice 


Chairman  of  office. 


Sec.  Mailers'  Union  No 

(Date) 

Sec.  34.  Subordinate  unions  are  instructed  to  use  all  means 
within  their  power  to  secure  the  privilege  of  governing  appren- 
tices; and  they  are  especially  enjoined  to  enter  negotiations  with 
employers  to  the  end  that  a  person's  application  for  apprentice- 
ship, after  serving  six  months  in  the  mailing  room,  shall  be  con- 
tingent upon  a  satisfactory  report  from  a  committee  of  the  union 
relative  to  such  person's  educational  qualifications. 

Sec.  35.  No  apprentice  shall  be  allowed  to  use  mailing  machine 
until  the  last  year  of  their  apprenticeship,  when  it  shall  be  incum- 
bent upon  the  officers  of  locals  to  see  that  the  apprentice  is  given 
proper  opportunity  to  learn  to  operate'mailing  machines  during 
that  period. 

Sec.  36.  No  apprentice  shall  leave  one  office  and  enter  that  of 
another  without  the  written  consent  of  his  first  employer  and  the 
president  of  the  union,  and  the  date  of  such  change  of  offices  by 
the  apprentice  shall  be  recorded  on  the  books  of  the  union. 

Sec.  37.  Where  the  laws  of  the'union  admit  an  apprentice  to 
conditional  membership  in  the  last  year  of  his  term,  and  such 
apprentice  makes  application  for  full  membership  and  is  rejected 
on  the  ground  of  incomptency,  it  is  not  necessary  or  proper  that 
union  men  should  refuse  to  continue  at  work  where  such  appren- 
tice is  employed,  nor  shall  his  rejection  in  any  way  affect  his  trade 
union  standing. 

Indianapolis  Photo  Engravers. 

APPRENTICES. 

Section  1.  Five  consecutive  years  at  once  branch,  except  on 
newspapers,  shall  be  considered  the  minimum  term  of  apprentice- 
ship, beginning  at  the  age  of  16  years*ort  o  ver. 


360  INDIANAPOLIS  VOCATIONAL  SURVEY 

Sec.  2.  Anyone  engaged  in  actively  assisting  in  one  of  the 
several  branches  of  photo  engraving,  who  comes  within  the  ratio 
in  union  agreement,  shall  be  instructed  by  the  chapel  chairman 
to  notify  the  recording  secretary  who  will  issue  to  said  apprentice 
a  certificate  of  apprenticeship  under  seal,  containing  his  name, 
date  of  birth,  date  of  commencement  of  apprenticeship  term, 
branch  of  trade  at  which  employed,  signature  of  employer,  secre- 
tary and  shop  chairman.  After  certificate  has  been  approved  by 
chapel  and  committee  on  investigation,  said  certificate  shall  con- 
tain, on  its  reverse  side,  such  rules  as  shall  be  necessary  for  his 
guidance  and  he  shall  then  be  registered  on  the  books  of  the 
union. 

Sec.  3.  The  apprentice  can  not,  without  permission  from  the 
union,  fill  the  position  as  photographer,  finisher,  etcher,  printer, 
proofer,  router,  blocker,  tint  layer,  or  soft  metal  engraver  where 
there  are  no  journeymen  employed  or  foreman  can  be  accredited  to 
any  of  the  several  branches  in  order  to  allow  such  an  apprentice 
to  work  at  a  given  branch,  unless  such  employer  or  foreman  is 
actually  engaged  and  devotes  all  his  time  at  the  branch  whereat 
the  apprentice  is  so  employed. 

Sec.  4.  Any  apprentice  having  served  two  years  at  the  trade 
shall  deposit  his  certificate  with  the  financial  secretary,  who  shall 
issue  a  card  provided  for  that  purpose.  He  shall  pay  dues  at 
25  cents  per  month.  He  shall  be  permitted  to  attend  chapel 
meetings  at  the  discretion  of  the  chapel. 

Sec.  5.  No  apprentice  can  leave  one  chapel  and  accept  a 
position  in  another,  except  by  consent  of  the  union. 

Sec.  6.  Should  any  firm  dissolve  or  employer  give  up  business, 
it  is  the  duty  of  this  union  to  endeavor  to  provide  places  for  such 
apprentices  who  desire  to  finish  their  time. 

Sec.  7.  No  apprentice  shall  be  allowed  to  work  on  any  night 
force.  Nor  shall  any  apprentice  be  allowed  to  work  overtime 
unless  a  journeyman  is  also  working  overtime  at  the  same  branch. 

ADVANCED  APPRENTICES. 

Sec.  8.  Any  apprentice  having  served  four  years  at  the  trade 
shall  deposit  his  card  with  the  financial  secretary,  and  make 
application  for  advanced  apprenticeship. 

Sec.  9.  Upon  being  accepted  by  this  union  as  an  advanced 
apprentice  the  candidate  shall  be  required  to  repeat  the  following: 
I  (give  name)  do  hereby  pledge  that  I  will  not  reveal  any  of  the 
business  or  proceedings  of  this  union,  except  to  those  whom  I 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    361 

know  to  be  members  in  good  standing  thereof;  that  I  will  abide 
by  the  laws  and  orders  of  the  union;  that  during  my  last  year  of 
apprenticeship  I  will  make  every  possible  effort  to  become  a 
thoroughly  competent  journeyman,  and  that  I  will  attend  the 
meetings  of  the  union  that  I  may  become  familiar  with  its  methods, 
.and  thereby  fit  myself  for  the  responsibilites  of  full  membership. 
To  all  of  which  I  pledge  my  word  and  honor. 

Sec.  10.  Advanced  apprentices  shall  have  a  voice  but  no  vote 
before  the  union,  nor  hold  any  office  connected  with  the  union, 
but  will  be  governed  the  same  as  active  members,  unless  otherwise 
provided  for.  They  shall  be  exempt  from  all  assessments,  but 
shall  pay  half  the  regular  dues. 

Sec.  11.  All  advanced  apprentices  must  be  registered  in  a 
book  provided  by  the  union,  and  when  such  persons  have  been 
registered  over  one  year  and  attained  the  age  of  21  years,  the 
said  person  shall  be  notified  to  send  in  his  application  for  active 
membership;  and  should  the  said  person  fail  to  do  so  within 
sixty  days  from  the  time  of  notification,  he  shall  be  declared 
suspended  from  the  union. 

Sec.  12.  Advanced  apprentices  making  application  for  full 
membership,  and  failing  to  pass  a  proper  examination  by  the 
investigating  committee,  may  be  granted  an  extension  of  time  in 
which  to  complete  their  membership,  such  extension  of  time  not 
to  exceed  six  months. 

V.     TRADE  AGREEMENTS  AND  THE  TRAINING  OF 
APPRENTICES  IN  INDIANAPOLIS. 

Trade  agreements  are  contracts,  entered  into  by  employers 
and  unions  of  their  employees,  by  which  conditions  of  employ- 
ment are  governed.  It  must  be  kept  in  mind  that  the  specifi- 
cations which  follow  are  but  parts  of  trade  agreements,  those 
parts  which  deal  with  this  one  phase  of  employment,  i.  e.,  the 
training  of  the  apprentices. 

Building  Trades 


Agreement  Between  the  Master  Sheet-Metal  Workers'  Association 

and  Local  Union  No.  41  of  Sheet-Metal  Workers  on 

Apprentices. 

ARTICLE  VII. 

Every  shop  may  have  one  apprentice,  but  the  number  shall 
not  exceed  one  to  every  three  journeymen. 


362  INDIANAPOLIS  VOCATIONAL  SURVEY 

ARTICLE  VIII. 

After  working  at  the  sheet-metal  trade  two  years  an  apprentice 
shall  make  application  to  become  a  junior  member  of  the  union. 
Said  application  shall  be  referred  to  a  committee  of  journeymen 
sheet-metal  workers,  who  shall  take  the  matter  up  with  the  appli- 
cant's employer  and  examine  the  applicant.  If  said  applicant 
is  eligible  and  can  command  half  the  wages  of  a  journeyman  he 
shall  then  become  a  junior  member  of  the  union.  Under  no 
circumstances  shall  an  apprentice  leave  his  employer  unless  he 
has  just  cause  for  so  doing. 

ARTICLE  IX. 

At  the  end  of  the  third  year  he  shall  again  pass  an  examina- 
tion and,  if  competent,  he  shall  receive  two-thirds  of  the  wages  of 
a  journeyman.  , 

ARTICLE  X. 

At  the  end  of  the  fourth  year  he  shall  again  pass  an  examina- 
tion and,  if  competent,  he  shall  be  advanced  to  a  journeyman, 
and  shall  not  receive  less  than  the  minimum  rate  of  wages  paid  a 
journeyman  sheet-metal  worker. 

Agreement  Between  the  Contractors'  Association  and  Cement 
Finishers'  Union. 

ARTICLE  VI. 

Party  of  the  second  part  agrees  that  its  members  shall  work 
with  apprentices  handling  tools;  said  apprentices  to  be  taught  to 
use  finishing  tools  by  and  receive  instruction  from  the  steward 
finisher  on  the  job.  There  may  be  one  apprentice  to  every  five 
(5)  finishers,  and  same  shall  receive  thirty-five  (35)  cents  per  hour 
as  regular  rate. 

Agreement  Between  the  Building  Contractors'  Association  and 

the  Structural  and  Ornamental  Iron  Workers  on 

Apprentices. 

ARTICLE  IV. 

Section  2.  One  apprentice  shall  be  allowed  to  every  seven  (7) 
bridgemen,  and  one  (1)  apprentice  shall  be  allowed  to  every  two 
(2)  ornamental  men.  The  wages  of  an  apprentice  shall  not  be 
less  than  twenty-five  (25)  cents  per  hour  for  the  first  six  (6) 
months,  thirty  (30)  cents  for  the  second  six  (6)  months,  and 
thirty-five  (35)  cents  for  the  third  six  (6)  months. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    363 

Rules  of  Apprenticeship  Between  Employing  Plumbers  of 

Indianapolis  and  Journeymen  Plumbers'  Local 

Union  No.  73. 

That  whereas,  The  said  Employing  Plumbers  of  Indianapolis 
and  the  Journeymen  Plumbers'  Union  No.  73  of  the  United 
Association  believe,  that  for  the  promotion  and  development 
and  efficiency  of  the  trade,  do  hereby  agree  to  promote  and 
promulgate  the  following  rules: 

Section  1.  There  shall  be  two  standing  committees  appointed, 
one  from  Employing  Plumbers  and  one  from  Journeymen  Plumbers' 
Local  Union  No.  73,  and  shall  be  known  as  the  joint  board  of 
control. 

Sec.  2.  Said  board  shall  have  supervision  over  all  appren- 
tices, and  all  applicants  must  have  the  approval  of  said  board. 

Sec.  3.  All  applicants  shall  be  registered  and  placed  on  six 
months'  probation  before  being  eligible  to  apprenticeship.  No 
applicant  will  be  eligible  to  probation  under  16  years  of  age,  nor 
over  20  years. 

Sec.  4.  Five  years  shall  constitute  the  term  of  apprenticeship. 
After  an  apprentice  has  served  three  years  he  shall  appear  before 
said  board  of  control  for  examination;  and,  if  he  passes  said  exami- 
nation, he  shall  be  allowed  to  work  with  tools  as  an  apprentice. 

Sec.  5.  At  the  expiration  of  his  fifth  year  he  shall  appear 
before  said  board  of  control  for  his  final  examination,  subject  to  the 
approval  of  said  board. 

Sec.  6.  That  only  one  apprentice  be  allowed  to  a  shop 
employing  at  least  one  journeyman  nine  months  in  each  year. 

Sec.  7.  One  additional  apprentice  will  be  allowed  in  a  shop 
employing  not  less  than  three  journeymen  steady,  but  not  more 
that  two  apprentices  will  be  allowed  in  any  shop. 

Sec.  8.  No  apprentice  will  be  allowed  to  change  shops  with- 
out the  approval  of  said  board  of  control. 

Sec.  9.  All  boys  who  have  been  two  years  at  the  trade  shall  be  re- 
tained, but  they  shall  be  [apportioned  according  to  Sections  7  and  8. 


364  INDIANAPOLIS  VOCATIONAL  SURVEY 

Sec.  10.     The  minimum  scale  of  wages  for  apprentices  shall  be : 

Per  Week. 

The  first  half  of  the  first  year $4. 00 

The  second  half  of  the  first  year 4 . 50 

The  first  half  of  the  second  year 5 . 00 

The  second  half  of  the  second  year 5 . 50 

The  first  half  of  the  third  year 6.00 

The  second  half  of  the  third  year 6 . 50 

The  permit-junior-plumber  shall  receive  not  less  than  35  cents 
per  hour. 

The  said  agreement  to  take  effect  January  1,  1911,  and  remain 
in  force  for  a  period  of  five  years,  subject  to  change  through  the 
recommendations  of  the  joint  board  of  control. 

An  Agreement  Between  the  Big  Four  and  the  Blacksmiths  on 
Apprentices. 

Apprentices  shall  serve  four  years  and  should  be  advanced  in 
all  branches  of  the  trade  and  not  be  kept  on  one  class  of  work 
longer  than  three  months,  and  at  the  end  of  their  time  they  shall 
be  given  a  certificate  and  the  prevailing  rate  of  pay  paid  in  the 
shop. 

Apprentices  at  outside  points  may,  upon  request,  be  trans- 
ferred to  the  main  shop  on  the  division  to  complete  the  last  year 
of  their  apprenticeship.  No  apprentice  to  be  employed  to  fill  the 
vacancy  until  the  transfer  apprentice  has  completed  his  appren- 
ticeship. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    365 

An  Agreement  Between  the  Stove  Manufacturers  and  the  Metal 
Polishers  on  Apprentices. 

ARTICLE  8. 

All  apprentices  shall  belong  to  the  party  of  the  second  part 
and  carry  working  cards  of  the  organization.  Number  of  appren- 
tices to  be  determined  as  formerly  (1-8).  The  wages  of  the 
apprentices  working  at  piecework  shall  be  determined  by  deducting 
twenty-five  per  cent  from  the  existing  piece  prices  during  the  first 
year  of  their  apprenticeship;  twenty  per  cent  during  the  second  year 
of  their  apprenticeship  and  fifteen  per  cent  during  the  third  year 
of  their  apprenticeship. 

An  Agreement  and  Schedule  for  Boilermakers,  Helpers  and 
Apprentices. 

The  following  rules,  regulations  and  rates  of  pay  for  boiler- 
makers,  apprentices;  and  shall  remain  in  force  until  revised. 
Should  any  change  be  desired  by  either  the  management  or  the 
boilermakers,  at  least  thirty  (30)  days'  written  notice  will  be 
given. 

Rule  No.  1.  Boilermakers'  work  is  defined  as  cutting  apart, 
marking  off  or  laying  out  any  work  pertaining  to  steam,  water, 
air-tight  or  oil-tight  work,  pertaining  to  boiler  construction  or 
repairs  on  the  system,  also  marking  off  or  laying  out  from  No.  16 
gauge  iron  and  up  for  boiler  construction,  flanging,  patching, 
riveting,  chipping,  caulking  the  running  of  rolls,  punch  and 
shears,  handle  tools  or  air  hammers  and  air  motors.  Sufficient 
help  will  be  furnished  boilermakers  to  do  the  above  mentioned 
work. 

Rule  No.  2.  A  boilermaker,  helper  or  apprentice  shall  not  be 
discharged  or  suspended  without  sufficient  cause.  If  his  fellow 
employees  regard  his  discipline  as  unmerited,  they  may,  by  com- 
mittee, take  the  matter  up  with  the  boiler  foreman,  assistant 
master  mechanic  or  master  mechanic,  for  adjustment.  .Appeals 
may  also  be  made  to  higher  officials,  if  satisfactory  adjustment 
can  not  be  made  with  the  master  mechanic. 

Committeemen  will  be  furnished  with  transportation  in  order 
to  take  up  cases,  and  will  be  granted  a  leave  of  absence. 

If  disciplined  employee  is  found  entirely  blameless,  he  will  be 
reinstated  and  paid  for  loss  of  time,  unless  he  was  unjustly  sen- 
tenced on  account  of  the  wrong  testimony  of  a  fellow  employee. 

Rule  No.  3.     Nine  (9)  hours  will  constitute  a  day's  work. 


366  INDIANAPOLIS  VOCATIONAL  SURVEY 

When  expenses  are  reduced,  the  time  shall  be  cut  to  eight  (8) 
hours;  if  further  reduction  is  necessary  and  men  are  laid  off,  men 
are  to  be  retained  according  to  seniority,  efficiency  being  equal. 
It  is  further  agreed  that  when  forces  have  been  reduced  men  will 
be  reinstated  before  hours  are  increased. 

Rule  No.  4.  Overtime  rate  will  be  allowed  on  Sundays  and 
all  legal  holidays;  whenever  such  legal  holidays  fall  on  Sunday 
the  day  observed  by  the  State  or  Nation  shall  be  considered  a 
legal  holiday  by  the  company.  Men  will  not  be  laid  off  during 
regulation  hours  to  equalize  overtime  made. 

Rule  No.  5.  One  boilermaker  or  advance  apprentice  and  one 
apprentice  or  two  boilermakers  shall  be  employed  to  operate  all 
long  stroke  hammers  in  driving  rivets  and  expanding  flues. 

Rule  No.  6.  There  may  be  one  apprentice  for  each  shop  and 
one  for  each  five  journeymen  employed. 

The  term  of  an  apprentice  shall  be  four  years. 

The  hourly  rate  paid  to  apprentices  shall  be  as  follows: 

1st  six  months 5th  six  months 

2nd  six  months 6th  six  months 

3rd  six  months 7th  six  months 

4th  six  months 8th  six  months 

Apprentices  shall  be  between  the  ages  of  sixteen  (16)  and 
twenty-one  (21)  years,  and  shall  have  a  knowledge  of  the  rudi- 
ments of  arithmetic  and  shall  be  able  to  read  and  write. 

Each  apprentice  shall  be  given  an  opportunity  to  learn  all 
branches  of  the  trade,  and  shall  not  be  kept  on  one  class  of  work 
for  more  than  four  months.  Having  finished  his  apprenticeship, 
he  shall  be  given  a  service  letter,  stating  the  fact,  and  receive  the 
standard  rate  of  pay. 

No  apprentice  shall  be  allowed  to  work  overtime  on  boiler- 
makers'  work  during  the  first  three  years  of  his  apprenticeship, 
unless  accompanied  by  a  boilermaker,  nor  to  work  in  roundhouses 
on  hot  work  or  running  repairs. 

An  apprentice,  after  serving  six  months,  and  not  showing  any 
signs  of  advancement,  may  not  be  dismissed  from  the  service. 

Rule  No.  7.  Boilermakers  or  apprentices  called  after  regular 
working  hours,  shall  in  no  case  be  paid  less  than  five  (5)  hours. 

Boilermakers  or  helpers  sent  out  on  the  road  will  be  paid 
according  to  the  regular  rules  and  rates  of  the  shop  from  which 
sent.  Expenses  will  be  allowed  at  the  rate  of  twenty-five  (25) 
cents  per  meal,  and  fifty  cents  for  lodging. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    367 

Rule  No.  10.  The  heating  and  sanitary  conditions  of  the 
shops  will  be  given  the  best  possible  attention,  and  good  drinking 
water  will  be  finished  at  all  times. 

Rules  No.  12.  Helpers  shall  not  be  advanced  to  the  detriment 
of  boilermakers  or  apprentices. 

BY-LAWS  AND  CONSTITUTION 
AND 

An  Agreement  Between  District  23  I.  A.  M.  and  the  Big  Four 
and  Peoria  and  Eastern  Lines  on  Apprentices. 

ARTICLE  12. 

There  may  be  one  apprentice  to  each  five  (5)  journeymen 
employed. 

ARTICLE  13. 

New  York  Central  Lines  rules  and  regulations  for  machinists' 
apprentices  will  govern.  Machinist  apprentices  serving  full 
apprenticeship  with  this  company,  if  retained  in  service  after- 
wards, shall  receive  standard  rate  of  pay  of  machinists. 

ARTICLE  19. 

Rate  of  all, apprentices  are  the  same  as  machinists  apprentices 
namely: 

10  cents  per  hour  for  the  1st  year. 

12  cents  per  hour  for  the  2nd  year. 

14  cents  per  hour  for  the  1st  six  months  of  the  3rd  year. 

16  cents  per  hour  for  the  2nd  six  months  of  the  3rd  year. 

18  cents  per  hour  for  the  1st  six  months  of  the  4th  year. 

20  cents  per  hour  for  the  2nd  six  months  of  the  4th  year. 

Printing  Trades 

An  Agreement  Between  the  Publishers  Association  and  Typo- 
graphical Union  No.  1. 

APPRENTICES  SCALE. 

Section  1,  Apprentices  shall  receive  not  less  than  the  follow- 
ing rates  of  pay:  Third  year,  $10.00  per  week;  fourth  year,  $15.00 
per  week.  Apprentices  shall  receive  price  and  one-half  for  over- 
time worked  at  the  rate  of  wages  received. 


368  INDIANAPOLIS  VOCATIONAL  SURVEY 

APPRENTICES. 

Section  1.  An  office  employing  five  journeymen  or  more  shall 
be  allowed  two  apprentices,  and  for  each  ten  additional  journey- 
men, an  additional  apprentice. 

Sec.  2 :  Apprentices  shall  at  all  times  be  under  the  super- 
vision of  the  foreman. 

Sec.  3.  Apprentices  shall  be  not  less  than  sixteen  (16) 
years  of  age  at  the  beginning  of  their  apprenticeship,  and  shall 
serve  a  term  of  four  (4)  years. 

Sec.  4.  When  an  apprentice  enters  the  employ  of  a  daily 
newspaper,  he  shall  be  possessed  of  a  common  school  education. 
At  the  expiration  of  six  months  of  his  apprenticeship,  he  shall  be 
examined  by  the  apprentice  committee  of  the  union  and  the 
foreman  as  to  his  qualifications  for  becoming  a  competent  work- 
man. If  it  be  found  that  good  reason  exists  for  such  action,  the 
apprenticeship  may  at  once  be  terminated.  If  the  apprentice 
shall  prove  to  be  possessed  of  the  proper  qualifications,  he  shall 
continue  his  term  of  apprenticeship. 

Sec.  5.  In  order  that  he  may  be  given  full  opportunity 
to  become  a  competent  workman,  each  apprentice  may  be  re- 
quired to  perform  general  work  in  the  composing  room  during  the 
first  year  of  his  apprenticeship,  at  the  discretion  of  the  foreman. 

Sec.  6.  During  the  second  year  of  his  apprenticeship,  the 
foreman  shall  see  that  each  apprentice  be  employed  as  near  one- 
half  of  his  time  at  hand  composition  and  distribution  as  possible. 

Sec.  7.  At  the  end  of  the  second  year  of  their  apprentice- 
ship, all  apprentices,  if  competent,  must  be  admitted  as  appren- 
tice members  of  the  union,  and  the  union  shall  protect  them 
against  unfair  discrimination  and  discharge,  the  same  as  if  they 
were  journeymen.  Beginning  with  the  first  week  of  the  third 
year,  every  apprentice  shall  pay  to  the  secretary-treasurer  of  the 
union  the  sum  of  fifty  (50)  cents  per  week  for  a  period  of  fifty  (50) 
weeks  for  the  purpose  of  taking  the  I.  T.  U.  course  in  printing, 
the  fee  for  said  course  to  be  advanced  by  the  union. 

Sec.  8.  During  the  third  year  of  apprenticeship,  appren- 
tices shall  be  employed  at  hand  composition  and  all  the  intricate 
handiwork  of  the  craft. 

Sec.  9.  In  no  case  shall  an  apprentice  be  allowed  to  work 
on  .a  typecasting  machine  during  the  first  three  years  of  his 
apprenticeship. 

Sec.  10.     During  the  first  six  months  of  the  fourth  year  of 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    369 

his  apprenticeship,  an  apprentice  shall  be  employed  at  hand 
composition  and  all  the  intricate  handiwork  of  the  craft. 

Sec.  11.  During  the  last  six  months  of  the  fourth  year  of 
his  apprenticeship,  an  apprentice  may  be  employed  in  operating 
a  typesetting  or  typecasting  machine,  and  may  be  given  oppor- 
tunity to  acquire  a  knowledge  of  all  classes  of  composition  on  such 
machines. 

Sec.  12  No  apprentice  shall  be  required  or  allowed  to 
work  more  days  per  week  or  more  hours  per  day  than  journeymen 
are  required  or  allovved  to  work,  and  shall  not  be  required  to  give 
out  his  overtime. 

MACHINE  TENDERS. 

Section  1.  The  regular  working  time  of  machine  tenders  shall 
be  six  (6)  days  or  six  (6)  nights  per  week  of  as  many  hours  each  and 
the  same  hours  that  the  operators  are  employed  in  operating  the 
machines. 

Sec.  2.  Apprentices  to  the  machine  tender  may  be  em- 
ployed as  per  the  specified  allotment  of  apprentices  provided  for 
in  this  award  in  each  daily  newspaper  composing  department: 
Provided,  That  an  apprentice  to  the  machine  tender  shall  not 
conflict  with  the  allowed  number  of  apprentices  in  the  composing 
room.  Apprentices  when  assigned  as  machine  tenders'  appren- 
tices shall  work  exclusively  as  apprentices  to  the  machine  tender. 
He  shall  serve  a  term  of  apprenticeship  of  four  years.  At  the  end 
of  his  second  year  of  apprenticeship  he  may  be  admitted  as  an 
apprentice  member  of  the  union,  and  shall  pass  an  examination 
before  a  committee  of  three  machine  tenders  before  being  ad- 
vanced as  per  scale  for  apprentices. 

The  Agreement  Between  the  Employing  Printer's  Association 
and  Typographical  Union  No.  1.. 

APPRENTICES. 

Section  1.  An  office  employing  one  to  three  journeymen  shall 
be  allowed  one  apprentice;  four  or  five  journeymen,  two  appren- 
tices, and  for  each  ten  additional  journeymen  an  apprentice  extra. 

Sec.  2.  Upon  entering  an  office  an  apprentice  shall  be  sub- 
jected to  an  examination  as  to  his  fitness  for  the  business,  said 
examination  to  be  conducted  by  a  representative  of  the  employer 
and  the  chairman  of  the  apprentice  committee.  If  accepted  at 
the  end  of  the  third  month  of  his  apprenticeship,  he  shall  be  sub- 

6647—24 


370  INDIANAPOLIS  VOCATIONAL  SURVEY 

jected  to  another  examination  by  the  same  committee,  and  if  it 
be  deemed  advisable  apprenticeship  may  be  terminated. 

Sec.  3.  If  the  apprenticeship  be  not  terminated  he  shall 
be  subjected  to  an  examination  at  the  expiration  of  each  year  of 
his  time  by  a  representative  of  the  employer  and  apprenticeship 
committee,  and  if,  in  their  opinion,  after  an  examination,  it  be 
deemed  advisable,  his  apprenticeship  may  be  terminated  by  ac- 
tion of  this  union;  and  if  the  apprentice  serves  his  regular  appren- 
ticeship he  shall,  at  the  end  of  said  apprenticeship,  which  shall 
"onsist  of  not  less  than  five  years,  be  subjected  to  another  examina- 
tion by  the  same  committee,  and  if  he  shall  be  deemed  incompe- 
tent for  active  membership,  his  apprenticeship  may  be  extended 
for  a  time  to  be  determined  by  a  representative  of  the  employer 
and  apprentice  committee,  provided  it  be  extended  not  more  than 
one  year. 

Sec.  4.  In  the  first  and  second  years  apprentices  may  be 
required  to  perform  general  work  in  the  composing  room  at  the 
direction  of  the  foreman. 

Sec.  5.  In  the  third  year  apprentices  shall  be  employed 
at  least  seven  hours  a  day  at  hand  composition  and  distribution, 
or  making-up  and  shall  be  privileged  to  practice  on  a  machine 
during  the  last  six  months  of  his  time. 

Sec.  6.  In  the  fourth  and  fifth  years  an  apprentice  shall 
be  employed  at  least  seven  hours  a  day  at  hand  composition  and 
distribution  or  make-up  and  shall  be  privileged  to  practice  on  a 
machine  during  the  last  six  months  of  his  time. 

Sec.  7.  Apprentices  shall  receive,  after  having  served  two 
years,  two-fifths  of  the  journeyman's  scale;  at  the  end  of  three 
years,  they  shall  receive  one-half  of  journeyman's  scale,  and 
and  the  end  of  four  years  they  shall  receive  three-fourths  of  the 
journeyman's  scale. 

Sec.  8.  No  apprentice  shall  be  employed  on  overtime  except 
in  case  a  journeyman  in  the  same  office  is  also  employed  on  the 
same  shift. 

Sec.  9.  Apprentices  shall  be  registered  by  the  union  at 
the  beginning  of  their  apprenticeship,  and  shall  not  leave  the 
office  in  which  they  are  apprenticed  to  work  in  another  office 
without  a  just  and  valid  reason,  and  must  secure  the  consent  of 
the  executive  committee  of  the  union  before  accepting  employ- 
ment in  another  office. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    371 

Agreement  Between  the  Union  Printing  Employers  Association 
and  the  Printing  Pressman's  Union. 

ASSISTANTS  AND  HELPERS. 

Per  Week. 

Cylinder  assistants,  apprentices $16.56 

Newspaper  assistants  (blanket  presses  or  patent  inside).  .    18.06 

Helpers 18.56 

Rotary  web  assistants  (book  and  job  room) 18.56 

PONY  PRESS. 

Per  Week. 
Pony  press  assistants  (24x36  and  under) $13 . 56 

APPRENTICES. 

10.  An  apprentice  pony  press  assistant  must  not  be  less  than 
seventeen  years  of  age,  and  shall  receive  such  compensation  as 
may  be  mutually  agreed  upon  for  the  first  year.     At  the  expira- 
tion of  the  first  year,  the  said  apprentice  shall  make  application 
to  Press  Assistants'  Union  No.  39,  and  if  admitted  shall  receive 
the  pony  press  scale  as  provided  for  in  this  agreement.     It  is 
further  agreed  that  no  female  apprentice  shall  be  employed.     One 
apprentice  shall  be  allowed  to  every  four  pony  presses  or  fraction 
thereof. 

HELPERS. 

11.  The  following  shall   govern  as  to  the  employment   of 
helpers:     One   (1)  helper  shall  be  employed  to  every  four   (4) 
pressmen  employed.     A  helper  shall  not  be  required  to  operate 
more  than  one  cylinder  press.     This  clause  shall  not  be  so  con- 
strued as  to  conflict  with  the  laws  of  the  International  Pressmen 
and  Assistants'  Union,  which  provide  that  any  member  of  an 
Assistants'  Union,  who  receives  the  journeyman's  scale  for  run- 
ning two  presses  shall  be  eligible  to  become  a  journeyman  press- 
man. 

Agreement  Between  the  Photo  Engravers'  Club  of  Indianapolis 
and  the  Indianapolis  Photo  Engravers'  Union. 

ARTICLE  IV. 
ON  APPRENTICES. 

Apprentices  are  to  serve  an  apprenticeship  of  not  less  than 
five  years,  beginning  at  the  age  of  sixteen  or  over.  At  the  expira- 
tion of  said  time  they  may  be  allowed  a  period  not  to  exceed  three 
months  to  make  satisfactory  arrangements  with  his  employers; 


372  INDIANAPOLIS  VOCATIONAL  SURVEY 

any  further  extension  of  time  to  be  by  consent  of  both  parties. 
That  after  medical  examination  all  apprentices  shall  be  indentured 
to  and  governed  by  the  laws  of  this  union.  The  number  of 
apprentices  shall  be  based  upon  the  number  of  men  in  the  shop 
at  large  at  the  ratio  of  one  to  five  journeymen,  and  that  the  num- 
ber of  apprentices  so  allowed  to  be  apportioned  among  the  various 
branches,  one  apprentice  in  a  department,  and  additional  appren- 
tices to  be  added  only  upon  the  basis  of  five  additional  journey- 
men in  a  department,  except  where  less  than  five  journeymen 
are  employed  in  a  shop,  then  one  apprentice  shall  be  allowed. 
There  shall  be  a  journeyman  employed  in  every  department 
where  an  apprentice  is  allowed.  In  the  event  that  the  working 
force  is  reduced  and  the  apprentices  exceed  the  ratio  prescribed 
in  this  agreement,  the  last  apprentice  or  apprentices  shall  be  laid 
off  to  conform  with  this  agreement,  except  where  excess  of  appren- 
tices is  due  to  the  inability  of  the  union  to  furnish  the  required 
journeymen.  The  minimum  (scale  per  week)  wages  for  appren- 
tices shall  be  as  follows:  First  year,  $3.00;  for  the  second  and 
third  years  an  increase  of  $2.00  per  week  every  six  months  until 
the  completion  of  the  apprenticeship  term.  There  shall  be  no 
apprentices  on  night  shifts. 

Agreement  Between  the  Publishers'  Association  and  the 
Indianapolis  Stereotypers'  Union. 

ON  APPRENTICES. 

Section  3.  Each  office  shall  be  entitled  to  one  apprentice ;  and  a 
second  apprentice  shall  be  permitted  when  nine  or  more  journey- 
men are  employed.  The  pay  of  the  apprentices  is  to  be  fixed  by 
the  office  up  to  the  end  of  the  second  year  of  service,  after  which 
they  receive  $2.25  per  day  or  night  for  the  third  year,  $2.50  for 
the  fourth  and  $2.75  for  the  fifth  year.  Eight  hour's  work  per 
day  or  night  and  relative  overtime  shall  apply  to  apprentices,  but 
the  limitation  of  time  between  6  and  6  o'clock  day  or  night  as 
fixed  for  journeymen  in  section  4  shall  not  apply  to  apprentices. 

An  Agreement    Between  the  Union  Employing  Printers'   Association 
and  the  Indianapolis  Bookbinders'  and  Bindery  Girls'  Local 

Union. 

ON  APPRENTICES. 

Section  7.  Each  shop  regularly  employing  one  or  more  and 
less  than  five  journeymen  (male)  shall  be  entitled  to  one  male 
apprentice,  and  each  shop  regularly  employing  one  or  more  and 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    373 

less  than  five  journeymen  (female)  shall  be  entitled  to  one  female 
apprentice;  and  in  both  cases,  male  and  female,  each  shop  shall 
be  entitled  to  one  additional  apprentice  for  every  additional  five 
persons,  male  or  female.  Each  male  apprentice  must  serve  for  a 
period  of  five  years;  each  female  apprentice  must  serve  for  a  per- 
iod of  four  years,  before  being  journeymen,  male  or  female. 

Sec.  10.  No  female  apprentice  shall  be  allowed  to  oper- 
ate the  following  machines  steadily:  Sewing  machines,  folding 
machines,  numbering  machines,  paging  machines,  stitching  ma- 
chines, creasing,  punching  and  perforating  machines,  or  any  other 
labor-saving  device  which  may  be  installed. 

Sec.  11.  No  male  apprentice  shall  be  allowed  to  operate 
steadily  or  set  any  bookbinding  machinery,  except  ruling  machine. 

A  Contract  Between  the  Indianapolis  Publishers'  Association  and 
the  Mailers'  Union  No.  10. 

9.  There  shall  be  one  apprentice  for  each  mailing  room  em- 
ploying five  journeymen  or  more,  and  an  additional  apprentice 
may  be  allowed  for  every  five  additional  journeymen  above  five, 
but  any  change  in  apprentices  shall  not  operate  so  as  to  reduce 
the  number  of  journeymen  employed  at  the  time  the  additional 
apprentice  is  added.  The  pay  of  apprentices  shall  be  fixed  by 
the  office.  When  an  apprentice  has  completed  his  term  of 
apprenticeship  he  shall  have  the  preference  for  a  journeyman's 
position  in  the  event  of  a  vacancy  or  in  the  event  of  an  increase  of 
the  torce. 

Individual  Apprenticeship  Contracts  of  Two  Indianapolis  Firms. 

Following  are  two  individual  contracts  of  Indianapolis  firms, 
an  automobile  factory  and  a  printing  house.  These  contracts 
are  the  'means  by  which  these  firms  are  endeavoring  to  train  their 
own  journeymen. 

APPRENTICES. 

(Individual  contract  of  an  automobile  factory.) 

In  order  that  worthy  young  men  who  are  employed  or 
wish  employment  as  apprentices  may  have  an  opportunity  to 
receive  the  highest  training  possible,  that  they  may  become  pro- 
ficient workmen  in  the  trade  of  their  choice  and  thus  be  able  to 
earn  good  wages  at  the  completion  of  their  apprenticeship,  the 
following  shall  govern  the  employment,  working  schedule,  discipline, 
education,  and  record  of  each  apprentice. 


374  INDIANAPOLIS  VOCATIONAL  SURVEY 

1.  EMPLOYMENT. 

To  be  eligible,  each  applicant  must  be  at  least  sixteen  (16) 
years  of  age — a  total  abstainer  from  the  use  of  tobacco  or  intoxi- 
cating liquors.  He  should  be  a  graduate  of  high  school — this  is 
not  absolutely  necessary  if  he  apparently  shows  natural  inclina- 
tion and  ability. 

A  copy  of  this  notice  shall  be  given  to  the  applicant  and  to  his 
parents  or  guardian  and  they  shall  agree  to  the  terms  and  schedules 
herein  mentioned  before  an  apprentice  contract  is  entered  into. 

The  minimum  number  of  apprentices  to  be  employed  each 
year  shall  be  as  follows: 

Machinists — one  each  month. 
Moulders — one  every  six  months. 
Patternmakers — one  each  year. 
Painters — one  every  six  months. 
Machine  woodworkers — one  each  year. 
Carpenters — one  every  three  months. 
Trimmers — one  every  six  months. 
Electricians — one  every  two  years. 
Tinners — one  every  six  months. 

It  shall  be  compulsory  for  apprentices  working  in  the  foundry 
to  wear  moulders'  shoes  and  goggles  while  pouring  the  heat. 

2.  SCHEDULE. 

The  apprentice  course  is  extended  over  a  period  of  four  years 
and  six  months  of  which  1,350  working  hours  or  about  six  months 
is  a  probationary  period.  The  apprentice  shall  be  given  credit 
for  350  hours  of  the  probationary  period  should  an  apprentice 
contract  be  entered  into. 

The  contract  shall  cover  a  period  of  10,800  working  hours 
which  shall  make  up  the  following  schedule  governing  the  educa- 
tion and  advancement  of  each  apprentice. 

3.  MACHINIST. 

Probation  period  shall  cover:: — 

675  hours  in  the  foundry. 

675  hours  in  the  blacksmith. 
Contract  period  shall  cover: — 
575  hours  tool  crib. 

1,350  hours  drill  press. 

1.350  hours  milling  machine. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    375 

1,350  hours  grinder. 

1,350  hours  turrett  machine. 

1,350  hours  lathe. 

2,700  hours  class  of  work  to  be  assigned  according  to  grade. 

4.  NOTE — In  order  to  determine  the  class  of  work  to  be  as- 
signed during  the  last  period  the  apprentice  shall  be  graded  accord- 
ing to  the  number  of  points  he  has  to  his   credit   and   shall   be 
entitled  to  work  as  follows : 

90%  boys  may  work  in  tool  room  or  motor  assembly  depart- 
ment. 

boys  in  C-l  department  may  work  in  assembly  depart- 
ment. 

85%  boys  may  work  in  assembly  department. 
80%  boys  may  work  at  bench  work,  or  have  choice  of  any 
machine  on  which  they  have  had  experience. 

5.  MOULDERS. 

Probation  period  shall  cover: — 

450  hours  helping  to  make  flasks. 
900  hours  foundry. 
Contract  period  shall  cover  :— 
1,350  hours  moulder's  helper. 
1,350  hours  bronze  and  aluminum  moulding. 
1,350  hours  cupola. 
1,350  hours  machine  moulding. 
2,700  hours  core  making. 

6.  PATTERNMAKERS. 
Probation  period  shall  cover:— 

450  hours  core  making. 
900  hours  moulding. 
Contract  period  shall  cover: — 

2,050  hours  metal  work. 

8,750  hours  woodwork. 

7.  PAINTERS. 

Probation  period  shall  cover: — 

675  hours  sanding. 

675  hours  priming. 
Contract  period  shall  cover: — 

675  hours  general  painting  of  mill  machinery. 

675  hours  filler  room  work. 

675  hours  rough  rubbing. 


376  INDIANAPOLIS  VOCATIONAL  SURVEY 

675  hours  applying  color  in  color  room. 
1,350  hours  in  varnish  room. 
1,350  hours  on  varnish  rubbing  deck. 
2,700  hours  painting  on  chassis. 
2,700  hours  general  work  on  repainting  cars. 

8.  MACHINE  WOODWORKERS. 
Probation  period  shall  cover:- — 

1,350  hours  tool  room. 
Contract  period  shall  cover: — 

1,350  hours  off-bearing  on  planer. 
2,700  hours  running  planer. 
2,700  hours  running  boring  machine. 
4,050  hours  general  machine  work. 

9.  TRIMMERS. 

Probation  period  shall  cover: — 

1,350  hours  pasting. 
Contract  period  shall  cover: — 

1,350  hours  trimming  doors. 

1,350  hours  trimming  auxiliary  seats. 

1,350  hours  running  press. 

1,350  hours  making  cushions. 

2,700  hours  hanging  and  making  backs. 

1,350  hours  cutting. 
900  hours  pattern  work. 
450  hours  general  work. 

10.  ELECTRICIANS. 
Probation  period  shall  cover: — 

1,350  hours  handy  boy. 
Contract  period  shall  cover: — 
2,700  hours  general  helper. 
2,700  hours  automobile  work. 
2,700  hours  repairing  motors. 
2,700  hours  general  work. 

11.  DISCIPLINE. 

A  committee  of  five  persons  shall  be  appointed  by  the  factory 
manager  or  superintendent,  which  shall  hear  all  cases  of  boys 
needing  disciplining  and  shall  have  the  sole  power  to  discharge  or 
to  determine  the  number  of  points  to  be  deducted  from  the  boy's 
record.  This  shall  be  done  in  the  presence  of  the  boy.  For  de- 
fined offenses  deductions  shall  be  made  as  follows: 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    377 

1.  One  point  for  being  late  twice  in  one  week. 

Two  points  for  each  offense  if   late    more  than  twice  in 
one  week. 

2.  Two  points  for  being  absent  without  permission  (sickness 

no  excuse  unless  company  is  notified.)  - 

3.  One  point  for  each  time  apprentice  is  seen  using  tobacco 

or  liquor. 

4.  Three  points  for  carelessly  breaking  a  machine,  jig,  fixture 

or  tool,  burning  out  a  bearing  in  a  machine  or  letting 
a  spindle  stick  in  a  machine  for  the  lack  of  oil. 

12.  EDUCATION. 

Except  during  the  months  of  June,  July  and  August,  lectures 
will  be  given  at  least  two  nights  each  week  in  the  engineering  de- 
partment by  engineers  selected  by  the  head  of  the  engineering 
department.  The  topics  shall  be  selected  by  the  factory  manager, 
superintendent  or  chief  engineer.  At  least  one  lecture  each  month 
shall  be  given  by  the  factory  manager,  superintendent  or  some 
foreman,  and  it  shall  be  compulsory  for  all  apprentices  to  attend 
these  lectures. 

13.  RECORD. 

The  timekeeping  department  shall  keep  an  accurate  record 
of  the  number  of  hours  each  apprentice  works,  and  shall  notify 
the  superintendent  at  the  completion  of  each  period.  They  shall 
also  give  each  apprentice  credit  for  1,000  points  at  the  beginning 
of  the  contract  period.  All  deductions  shall  be  authorized  by 
the  disciplining  board.  At  the  completion  of  the  contract  period 
and  before  the  apprentice  is  promoted,  the  superintendent  shall 
have  a  meeting  with  the  boy's  foreman,  department  foreman,  and 
general  foreman  to  investigate  the  boy's  record  as  to  work- 
manship, habits,  punctuality,  and  industry,  and  in  the  presence 
of  the  boy  shall  determine  the  promotion;  also  superintendent  shall 
present  apprentice  with  apprenticeship  certificate  and  shall  give 
him  a  check  for  the  reward  stipulated  in  the  contract. 

MINOR  EMPLOYEE  CONTRACT. 

(of  preceding  firm.) 
This  Agreement,  made  in  duplicate  this. 


day  of 191 at  Indianapolis,  Indiana,  be- 
tween  ,  a  corporation  organized  and 

existing  under  and  by  virtue  of  the  laws  of  the  State  of  Indiana, 


378  INDIANAPOLIS  VOCATIONAL  SURVEY 

party  of  the  first  part,  hereinafter  called  the  company,  and 

a  minor, 

years  of  age  on  the day  of 191 , 

and who,  by  signing  this 

agreement  evidences  his  consent  thereto,  parties  of  the  second 
part, 

WITNESSETH :  The  company,  in  consideration  of  the  agree- 
ments hereinafter  contained  to  be  performed  by  the  second 
parties,  hereby  agrees  to  take  said  minor  into  its  employ  and  ser- 
vice for  a  term  of  10,800  hours,  commencing  with  the  first  hour  of 
service  after  the  signing  of  this  agreement  and  to  give  said  minor 

an  opportunity  of  learning  the  trade  of as 

carried  on  by  the  company  in  its  works  and  to  give  to  the  said 
minor  the  instruction  and  assistance  necessary  to  enable  him  to 
learn  said  trade. 

The  second  parties  agree  that  the  said  minor  shall  remain  and 
serve  the  company  for  the  full  term,  working  in  that  time  not  less 
than  10,800  hours.  Said  full  term  of  service  shall  consist  of  4  per- 
iods of  not  less  than  2,700  hours  each,  which  must  be  completed 
before  the  succeeding  period  begins,  except  that  the  minor,  upon 
giving  six  days'  notice  to  the  company,  may  terminate  his  em- 
ployment and  this  agreement  at  any  time  during  the  first  675 
hours  of  the  term  of  his  service.  In  case  said  minor  is  required 
to  work  more  than  60  hours  in  one  week  or  on  Sundays,  he  is  to 
receive  for  such  overtime  one  and  one-quarter  the  rate  he  at  that 
time  is  receiving  for  day  work. 

The  second  parties  agree  that  said  minor  shall  diligently  and 
faithfully  work  for  and  serve  the  company  during  the  said  term 
in  such  branches  of  said  trade  as  its  superintendent  may  direct, 
and  further  that  the  minor  shall  at  all  times  perform  his  work  as 
faithfully  and  skilfully  as  he  may  be  able  to  do  and  in  all  respects 
conform  to  and  obey  the  rules  and  regulations  of  the  company 
and  faithfully  keep  all  the  trade  and  business  secrets  of  the  com- 
pany, and  shall  not  join  any  trade  union  or  auxiliary  association 
to  any  trade  union  during  said  term  of  service. 

It  is  further  mutually  agreed  that  should  said  minor  fail  to 
comply  with  any  of  the  above  requirements,  or  be  repeatedly 
absent  from  work  without  leave,  or  go  out  on  any  strike,  or,  if 
his  want  of  application  or  ability  as  a  mechanic  shall  be  found 
such  that  his  services,  in  the  judgment  of  the  company,  are  not 
worth  the  wages  paid  to  him,  or  if  for  business  reasons  it  becomes 
necessary  to  close  the  shops  or  reduce  the  number  of  employees, 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    379 

or  for  any  other  good  and  sufficient  reason,  then  the  company 
may  annul  this  agreement  and  dismiss  said  minor  without  any 
further  compensation  than  the  hourly  wages  due  or  already  paid 
him. 

In  consideration  of  the  services  and  agreements  to  be  per- 
formed by  the  second  parties,  the  company  agrees  to  pay  said 
minor,  who  is  hereby  authorized  to  receive  and  receipt  for  the 
same,  the  following  wages  to  be  paid  on  the  regular  pay  days  of 
the  company: 

For  the  first  period  of  2,700  hours. cents  per  hour. 

For  the  2nd  period  of  2,700  hours cents  per  hour. 

For  the  3rd  period  of  2,700  hours cents  per  hour. 

For  the  4th  period  of  2,700  hours cents  per  hour. 

It  is  further  covenanted  and  agreed  that  when  said  minor  shall 
have  fully  completed  his  term  of  service  of  10,800  hours,  as  here- 
tofore provided,  he  shall  be  entitled  to  and  is  hereby  authorized 
to  receive,  and  shall  be  paid  by  the  company  a  gratuity  of 

•.•. Dollars,  not  as  wages,  but  in  addition  to  his  regu- 
lar wages,  as  a  reward  for  the  faithful  performance  of  this  agree- 
ment. 

IN  WITNESS  WHEREOF:  The  parties  have  hereunto  sub- 
scribed their  names  the  day  and  year  written  above. 

By . (Seal). 

(Seal). 


APPRENTICE  EMPLOYMENT  CONTRACT. 

(Used  in  only  one  printing  establishment.) 

THIS  INDENTURE,  made  and  entered  into  this  1st  day  of 
by  and  between 


guardian  of , ,  a  minor  19  years  of  age,  and 

the  said ,  whose  consent  to  the  making  of 

this  Indenture  is  expressed  and  testified  to  by  his  becoming  a 
party  hereto  and  signing  the  same,  parties  of  the  first  part,  and 

,  party  of  the  second  part. 

WITNESSETH,  that   said hereby  agrees 

to  employ  said to  complete  his 

apprenticeship  at  the  trade  of at  their 

plant  for  the  term  of (       )  years  from  the  first  day  of 


380  INDIANAPOLIS  VOCATIONAL  SURVEY 


It  is  understood  that  the  work  of  said 
shall  be  under  the  direction  of  the 


company  and  subject  to  the  rules  and  regulations  of  the  company, 

and  it  is  further  understood  that (  )  hours  shall 

constitute  a  week's  work. 

And  the  said agrees  to  faithfully 

serve  and  perform  all  the  duties  of  an  apprentice  to  the  said 

and  that  he  will  not  absent  himself  from 

his  place  without  previous  permission  unless  compelled  by  sickness 
or  unavoidable  accident. 

That  he  will  be  prompt  and  regular  at  his  work  and  will  strive 
to  perform,  to  the  best  of  his  ability,  the  work  required  of  him. 
That  he  will  neither  waste  the  goods,  or  needlessly  injure  or  de- 
stroy any  machinery,  tools  or  other  property  that  may  be  put  in 
his  hands  or  under  his  control.  That  he  will  use  his  best  efforts 
to  complete  such  work  as  may  be  given  to  him,  to  the  satisfaction 
of  his  employer. 

If  said  apprentice  shall  fail  to  perform  the  work  of  said 

_in  a  satisfactory  manner  or  shall  prove  idle  or  unteach- 


able  or  disobedient,  or  violates  this  agreement,  the  said. 


jf  they  choose,  may  be  released  from  all  obligations 


under  this  contract. 

IN  CONSIDERATION  WHEREOF,  the  said 

agree  to  teach  or  cause  to  be  taught,  said ,  the 

trade  of in  the depart- 
ment as  fully  as  completely  as  the  same  may  be  in  the  power  of 
the  respective  parties  to  teach  and  receive,  and  to  pay,  or  cause 

to  be  paid,  by  the  said to  the  said 

,  for  his  service  as  an  apprentice,  as  aforesaid, 

wages  at  the  rate  of  not  less  than c.  per  hour  for 

(  )  to (  )  hours  work  per  week  until  July  1st, 

,  at  which  date  his  compensation  shall  be  increased  to 

c .  per  hour  and  each  six  months  thereafter  his  com- 
pensation shall  be  increased  not  less  than  the  rate  of c. 

per  hour,  provided  he  shows  proper  improvement  in  his  work  and 
gives  faithful  and  satisfactory  service,  and  provided  further,  that 

payment  for  all  time  which  the  said may 

be  absent  from  his  workroom  of  said  company  is  to  be  deducted 
from  the  sum  otherwise  by  this  agreement  due  from,  and  payable 
by  the  said  company  to  the  said  apprentice. 

In  case  of  destruction  or  injury  to  plant  or  machinery  by  fire, 
explosion,  necessity  for  repairs,  disturbance  of  business  by  strike 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    381 

or  other  cause  or  calamity  beyond  our  control,  we  shall  have  the  right 
to  shut  down  our  plant  in  whole  or  in  part  until  the  cause  of  such 
stoppage  shall,  with  proper  diligence  and  dispatch,  be  overcome, 
and  during  such  time  we  will  not  be  liable  for  wages  or  damages. 
In  case  we  shall,  by  reason  of  dullness  of  trade  or  otherwise,  fail 
to  give  you  work  in  each  of  four  successive  weeks,  amounting  to 
at  least  seventy-five  per  cent  of  full  schedule  amount  under  this 
contract,  then  you  shall  have  the  option  either  to  cancel  this 
agreement,  or  to  accept  such  work  furnished  at  proportional  wages 
in  fulfillment  of  the  covenant  in  this  respect,  provided  however, 
you  must  elect  to  cancel  this  contract  during  said  term  of  dull- 
ness of  trade,  and  not  after  continued  employment  is  again  fur- 
nished you. 

IN  TESTIMONY  WHEREOF,  the  said  parties  have  here- 
unto set  their  hands  to  duplicate  copies  hereof  the  day  and  date 
above  written. 


Guardian. 


Apprentice. 

By . 

Accepted ,. 

VI.     APPRENTICESHIPS  AND  EDUCATIONAL  AGREEMENTS. 

Following  these  Indianapolis  trade  regulations  and  agreements 
are  some  which  show  what  is  being  done  in  other  cities  to  solve 
this  question  of  the  production  of  skilled  workmen.  Some  of 
these  are  the  rules  of  a  trade  itself,  while  others  are  contracts  into 
which  the  schools  of  various  cities  have  entered  in  order  to  assist 
in  the  training  of  apprentices,  while  others  are  types  of  appren- 
ticeship regulations  in  large  corporations  throughout  the  country. 

Industrial  Education  at  York,  Pa. 

At  York,  Pennsylvania,  the  joint  efforts  of  the  school  board 
and  the  manufacturers'  association,  have  brought  about  a  work- 
ing agreement  which  makes  it  possible  for  apprentices  to  receive 
four  years  of  industrial  training  in  the  high  school.  The  members 
of  the  manufacturers'  association,  realizing  the  value  of  this  train- 
ing for  their  apprentices,  not  only  endorse  the  plan  but  offer 
prizes  for  efficiency,  one-third  based  on  an  apprentice's  scholar- 
ship and  two-thirds  based  on  his  shop  efficiency.  The  rules  and 


382  INDIANAPOLIS  VOCATIONAL  SURVEY 

agreements  following  here  make  it  evident  that  an  apprentice  is 
working  toward  a  certain  shop,  and  that  his  training  there  is 
clearly  specified. 

Rules  and  Conditions. 

UNDER  WHICH  SPECIAL  APPRENTICES  TAKING  THE  FOUR- YEAR 
CO-OPERATIVE  INDUSTRIAL  COURSE  AT  THE  HIGH 
SCHOOL  OF  YORK,  PA.,  ARE  RECEIVED  FOR 
INSTRUCTION  AT  THE  WORKS  OF 


1st.  The  applicant  for  apprenticeship  under  this  agreement 
must  have  satisfactorily  met  requirements  for  entrance  to  this 
course  at  the  York  High  School. 

2d.  The  apprentice  is  to  work  for  us  continuously,  well  and 
faithfully,  under  such  rules  and  regulations  as  may  prevail  at  the 
works  of  the  above  company  for  the  term  of  5,400  hours,  com- 
mencing with  the  acceptance  of  this  agreement,  in  such  capacity 
and  on  such  work  as  specified  below. 


AND  SUCH  OTHER  WORK,  ACCORDING  TO  THE 
CAPABILITY  OF  THE  APPRENTICE,  AS  PERTAINS  TO 
OUR  BRANCH  OF  MANUFACTURING. 

This  arrangement  of  work  to  be  binding  unless  changed  by 
mutual  agreement  of  all  parties  to  this  contract. 

3rd.  This  contract  becomes  null  and  void  if  and  when  the 
co-operative  industrial  course  of'  the  York  High  School  is  dis- 
continued. 

4th.  The  apprentice  shall  report  to  his  employer  for  work 
every  alternate  week  when  the  York  High  School  is  in  session,  and 
on  all  working  days  when  the  said  high  school  is  not  in  session, 
except  during  vacation  periods  provided  below  and  he  shall  be 
paid  only  for  actual  time  as  such  work. 

5th.  The  apprentice  is  to  have  a  vacation,  without  pay,  of 
two  weeks  each  year,  during  school  vacation. 

6th.  The  employer  reserves  the  right  to  suspend  regular  work 
wholly,  or  in  part,  at  any  time  it  may  be  deemed  necessary. 

7th.  Should  the  conduct  or  work  of  the  apprentice  not  be 
satisfactory  to  employer  or  to  said  high  school  authorities,  he  may 
be  suspended  for  a  time,  or  dismissed,  by  the  employer  without 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    383 

previous  notice.  The  first  two  months  of  the  apprentice's  shop 
work  are  considered  a  trial  time. 

8th.  Lost  time  at  either  school  or  shop  shall  be  made  up  be- 
fore the  expiration  of  each  period,  at  the  rate  of  wages  paid  during 
said  period,  and  no  period  of  service  shall  commence  till  after  all 
lost  time  by  the  apprentice,  at  either  shop  or  school,  in  the  pre- 
ceding period  shall  have  been  fully  made  up. 

9th.  Apprentices  must  purchase  from  time  to  time  such  tools 
as  may  be  required  for  doing  rapid  and  accurate  work. 

10th.  The  said  term  of  5,400  hours  (three-year  shop  term), 
shall  be  divided  into  six  weeks  as  stated  below,  and  the  compensa- 
tion shall  be  as  follows,  payable  on  regular  pay  days  to  each 
apprentice. 

For  the  first       period  of  900  hours cents  per  hour. 

For  the  second  period  of  900  hours cents  per  hour. 

For  the  third     period  of  900  hours cents  per  hour. 

For  the  fourth  period  of  900  hours cents  per  hour. 

For  the  fifth      period  of  900  hours cents  per  hour. 

For  the  sixth     period  of  900  hours cents  per  hour. 

llth.  The  above  wage  scale  shall  begin  the  first  week  the 
apprentice  enters  upon  the  first  year  of  shop  work  of  the  high 
school  industrial  course. 

These  papers,  subject  to  the  two  months'  trial  noted  in  para- 
graph 7,  shall  be  signed  by  the  parties  to  the  contract  at  the  time 
the  boy  enters  the  shop. 

The  satisfactory  fulfilment  of  the  conditions  of  this  contract 
leads  to  a  diploma,  unless  the  course  is  discontinued,  to  be  con- 
ferred upon  the  apprentice  by  the  board  of  school  directors  of 
the  school  district  of  the  city  of  York,  Pa.,  upon  his  graduation; 
which  diploma  shall  also  be  signed  by  an  officer  of  the  company 
with  which  he  served  his  apprenticeship  after  serving  the  specified 
time. 

At  a.  regular  meeting  of  the  board  of  school  directors  of  the 
school  district  of  the  city  of  York,  Pennsylvania,  held  on 
the  8th  day  of  February,  1912,  the  following  resolution  was 
adopted: 

"Resolved,  that  suitable  diplomas,  executed  by  the  authorities 
of  this  school  district,  and  countersigned  by  the  respective  em- 
ployers, be  awarded  to  all  such  students  who  may  complete  the 
co-operative  industrial  course,  as  provided  in  the  curriculum  of 
the  high  school,  to  the  satisfaction  of  the  school  authorities  and 


384  INDIANAPOLIS  VOCATIONAL  SURVEY 

of  the  respective  employers,  the  latter  to  be  evidenced  by  report  to 
that  effect  to  the  school  board,  by  such  employers." 

Certified  from  the  minutes  of  said  board  this  9th  day  of 
February,    1912. 


Secretary. 
AGREEMENT. 

I, by  and  with  the 

(Applicant's  name  in  full.) 

consent    of my    parent 

(Parent  or  guardians's  name) 
or  guardian,   who  evidences  his  consent  by  entering  into  this 

agreement,  hereby  request 

(First  name) 
to  receive  me  into  their  works,  thereby  giving  me  an  opportunity 

of  learning  the  trade  of 

(Trade.) 

at  my  own  risk  of  life,  bodily  injury,  and  health,  and  under  and 
subject  to  the  foregoing  rules  and  conditions,  to  which  I  expressly 
agree,  and  which  I  accept  as  a  part  of  this  agreement ;  and  I  hereby 
covenant,  promise  and  agree,  in  consideration  of  the  premises,  to 
be  bound  and  governed  by  said  rules  and  conditions,  and,  further, 
to  well  and  faithfully  perform  my  duties. 

I  consent  to  this  agreement,  and  request 

(Firm's  name.) 

to  receive  said 

(Applicant's  name.) 
as  above,  and  in  consideration  of  the  premises,  I,  his 


(Parent  or  guardian.) 

hereby   become   responsible  to as  security 

for  the  faithful  performance  of  this  agreement. 

In  witness  whereof,  we  have  hereunto  set  our  hand  this 

day  of _A.  D.   191_ 


(Applicant's  signature.) 


(Parent  or  guardian's  signature.) 
WITNESS: 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    385 

AGREEMENT  OF  RELATIVE  OR  GUARDIAN. 

I, of  the  above  named 

(Parent  or  guardian.) 
.do    hereby  give  my    consent    to 


(Apprentice.) 

his  entering  the  employ  of  the  said 

(Employer.) 

upon  the  terms  named  in  the  above  articles  of  agreement;  and 
I  further  agree  that  in  consideration  of    such  employment    the 

wages  of  my  earnings  of  my  said shall 

(Son  or  ward.) 

be  paid  directly  to  him,  and  I  hereby  release  all  claim  that  I  now 
have  or  may  have  hereafter  thereto. 

Dated  at this day  of 

191 

(Parent  or  guardian.) 
WITNESS: 


We  hereby  accept  the  applicant  as  apprentice  under  the  above 

rules    and    conditions,    this day 

of A.  D.  191 

(Firm's  name.) 
WITNESS: 


This  is  to  certify  that  the  within  named- 
completed  his  term  of  apprenticeship. 


Dull-season  Schools  in  Chicago. 

FOR  CARPENTERS'  APPRENTICES. 

Arrangements  have  been  made  in  Chicago  by  which  six  schools 
are  opened  each  year  to  carpenters'  apprentices  during  the  dull 
season  in  that  trade.  Because  a  capenter's  practical  knowledge 
as  a  rule  far  exceeds  his  technical  knowledge  (causing  a  loss  both 
of  time  and  materials),  through  these  six  schools  an  endeavor  is 

6647—25 


386  INDIANAPOLIS  VOCATIONAL  SURVEY 

being  made  to  start  the  apprentice's  technical  training.  A  reading 
of  the  following  agreement  will  show  that  there  is  compulsory 
attendance  at  these  classes. 

CARPENTER  APPRENTICES. 

APPRENTICE  RULES  ADOPTED  BY  THE  JOINT  ARBITRATION 
BOARD  OF  THE  CARPENTER  CONTRACTORS'  ASSOCIATION 
OF  CHICAGO,  AND  THE  CARPENTERS'  DISTRICT  COUNCIL  OF 
CHICAGO,  COOK  COUNTY  AND  VICINITY. 

ARTICLE  XVI. 

Section  1.  Each  responsible  party  to  this  agreement  shall  have 
the  right  to  teach  his  trade  to  apprentices  and  the  said  apprentices 
shall  serve  four  years,  as  prescribed  in  the  apprentice  rules  as 
agreed  upon  by  the  joint  arbitration  board,  and  shall  be  subject 
to  the  control  of  the  said  arbitration  board. 

Sec.  2.  Apprentices  shall  be  under  the  jurisdiction  of  the 
joint  arbitration  board,  which  has  the  authority  to  control  them 
and  protect  their  interests  subject  to  approved  indentures  entered 
into  with  their  employers  and  the  rules  adopted  by  the  joint 
board. 

Sec.  3.  The  applicant  for  apprenticeship  shall  not  be 
more  than  17  years  of  age  at  the  time  of  making  application, 
except  under  conditions  satisfactory  to  the  two  presidents. 
Applicants  more  than  17  years  old  must  bring  satisfactory  proof 
of  having  worked  at  the  trade. 

Sec.  4.  The  contractor  taking  an  apprentice  shall  engage 
to  keep  him  at  work  in  the  trade  for  nine  consecutive  months  in 
each  year,  and  see  that  during  the  remaining  three  months  of  the 
year  the  apprentice  attends  school  during  January,  February  and 
March,  and  a  certificate  of  attendance  from  the  principal  of  the 
school  attended  must  be  furnished  the  joint  arbitration  board  as  a 
compliance  with  this  requirement,  before  he  is  allowed  to  work 
during  the  coming  year. 

Sec.  5.  A  contractor  taking  an  apprentice  shall  keep  him 
steadily  at  work  or  school;  failing  to  do  so,  he  shall  pay  him  the 
same  as  though  he  had  worked  for  him. 

Sec.  6.  In  case  an  apprentice  at  the  end  of  his  term  of 
four  years,  for  want  of  proper  instruction  in  the  trade  is  not  a 
proficient  workman,  and,  if  after  a  thorough  investigation  the 
joint  arbitration  board  finds  the  contractor  to  whom  he  was  ap- 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    387 

prenticed  did  not  give  him  proper  instruction  and  an  opportunity 
to  learn  his  trade,  he  may  be  required  to  serve  another  year,  with 
whom  he  and  the  joint  arbitration  board  may  determine,  and  at 
a  rate  of  wages  (less  than  the  minimum)  in  his  trade  they  may 
determine,  and  the  difference  between  that  rate  and  the  minimum 
scale  in  his  trade  shall  be  paid  him  through  the  joint  arbitration 
board  by  the  contractor  to  whom  he  was  apprenticed. 

Sec.  7..  A  contractor  entitled  to  an  apprentice  may  take 
one  on  trial  for  two  weeks,  provided  that  applicant  holds  a  permit 
from  the  joint  arbitration  board,  and  if  after  said  trial,  conditions 
are  satisfactory  to  both  parties,  they  will  be  required  to  sign 
indentures  agreeable  to  the  joint  arbitration  board.  If  not  satis- 
factory the  contractor  is  not  bound  to  indenture  him,  but  he  will 
be  required  to  pay  the  boy  $6.00  per  week  for  the  two  weeks. 
No  boy  will  be  allowed  a  trial  with  more  than  two  contractors, 
or  a  contractor  with  more  than  two  boys  consecutively. 

Sec.  8.  The  rate  of  wages  of  an  apprentice  at  the  date 
of  indenture  shall  in  no  case  be  less  than  $364.00  for  the  first 
year,  $442.00  for  the  second  year,  $520.00  for  the  third  year, 
$676.00  for  the  fourth  year,  payable  in  lawful  money  of  the 
United  States,  and  shall  be  paid  in  fifty-two  weekly  installments 
at  the  following  rate  per  week  of:  Seven  dollars  for  the  first 
year,  $8.50  for  the  second  year,  $10.00  for  the  third  year,  and 
$13.00  for  the  fourth  year. 

Sec.  9.  The  issuing  of  permits  for  an  apprentice  to  work 
for  another  contractor  when  the  one  to  whom  he  is  apprenticed 
has  no  work  shall  be  left  to  the  joint  arbitration  board. 

Sec.  10.  The  contractor  shall  not  have  more  than  two 
apprentices  at  any  one  time. 

Sec.  11.  Contractors  shall  be  allowed  apprentices  on  the 
following  basis:  Yearly  average  of  four  journeymen,  one  appren- 
tice. Yearly  average  of  ten  journeymen,  two  apprentices. 

Sec.  12.  The  apprentice,  upon  completing  his  indenture, 
shall  report  to  the  joint  arbitration  board  and  shall,  after  furnish- 
ing said  board  with  satisfactory  proof  of  his  competency  as  a 
skillful  mechanic  in  his  trade,  receive  a  certificate  approved  by  the 
board  which  shall  entitle  him  to  a  journeyman  working  card. 

ARTICLE  XVII. 

It  is  further  agreed  by  and  between  the  parties  hereto  that 
power  shall  be  vested  in  the  joint  arbitration  board  to  interpret 
the  spirit  as  well  as  the  letter  of  this  agreement,  and  in  order  to 


388  INDIANAPOLIS  VOCATIONAL  SURVEY 

maintain  justice  and  equity  between  the  parties  hereto,  the  joint 
arbitration  board  is  hereby  given  power  to  enforce  the  spirit  as 
well  as  the  letter  of  this  agreement. 

ARTICLE  XVIII. 
TERMINATION. 

It  is  agreed  by  the  parties  to  this  agreement,  that  it  shall  be  in 
full  force  between  the  parties  hereto  until  May  31,  1918. 

Apprenticeship  Schools  of  the  Santa  Fe  Railroad. 

Because  of  a  dearth  of  skilled  labor  in  their  shops,  apprentice 
instruction  was  introduced  about  1905  by  the  following  railroads: 
The  Grand  Trunk;  the  Santa  Fe;  the  Delaware,  Lackawanna  and 
Western;  the  Erie  and  others.  Although  many  industries  are  not 
able  under  existing  conditions  to  obtain  apprentices,  the  railroads 
have  proved  that  if  an  industry  is  made  sufficiently  attractive, 
there  will  be  no  lack  of  apprentices.  As  a  result  of  this  theory,  the 
shops  have  their  full  quota  of  apprentices  and  in  many  cases  there 
is  a  waiting  list. 

In  the  shops  of  the  Santa  Fe  the  boys  are  taught  shop  mathe- 
matics, mechanical  drawing,  spelling,  business  letter  writing, 
elements  of  mechanics  and  physics — receiving  shop  training  at 
the  same  time. 

The  company  has  followed  the  policy  of  filling  vacancies  from 
the  ranks  of  the  graduates  of  its  apprenticeship  school.  A  copy 
of  its  apprenticeship  contract  follows: 

Santa  Fe  Railroad 

MOTIVE  POWER  DEPARTMENT. 


.(Trade). 


APPRENTICESHIP  INDENTURE 


Indenture,  Made  this day  of ,  191 , 

between 

of  the  city  of ,  county  of_ 

and  State  of and 

(hereinafter  called  the  "Apprentice"), 

of  the  first  part 

of  the  city  of ,  county  of 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    389 

and  State  of ,  his 

(Fill  in  word  parent  or  guardian.) 

of  the  second  part,  and 

as  the  case  may  be.) 

a  corporation  organized  under  the  laws  of 

(hereinafter  called  the  "master"),  of  the  third  part. 

The  said  apprentice,  being  of  the  age  of years  and 

months,    having   been   born   on   the day 

of ,  1 ,  and  being  desirous  of  learning  the  art 

or  trade  of as  conducted  by  said  master,  of 

his  own  free  will  and  accord  and  with  the  consent  of  his  said 

,  doth  by  these  presents  place  and 

(Parent  or  guardian.) 

bind  himself  as  an  apprentice  to  the  said  master  for  the  purpose  of 
learning  said  art  or  trade  for  a  period  of  four  years,  three  hundred 
days  of  ten  hours  each,  actual  work,  to  constitute  a  year,  during 
all  of  which  time  he,  the  said  apprentice,  will  faithfully  serve  his 
said  master  when  there  is  work  for  him  to  do,  keeping  its  business 
secrets  and  obeying  its  lawful  commands  and  the  commands  of  its 
agents.  He  shall  not  waste  its  goods  or  loan  them  without  author- 
ity to  another  person.  He  shall  not  absent  himself  from  its 
service,  except  on  leave  of  absence  from  the  proper  officer;  but  in 
all  things  and  at  all  times  he  shall  carry  and  behave  himself  as  a 
good  and  faithful  apprentice  ought  during  the  whole  time  or 
term  aforesaid,  complying  with  the  rules  and  regulations  of  said 
master  in  respect  to  such  work;  and  the  said  apprentice  agrees, 
for  himself,  his  heirs,  executors  and  administrators,  to  assume  all 
the  risks  incident  to  the  work  of  said  master  to  which  he  may  be 
set,  and  to  hold  said  master  harmless  against  any  claims  or  causes 
of  action  for  or  on  account  of  injury  received  by  him  in  or  by  such 
work  or  arising  from  any  accident  from  any  cause  whatsoever, 
and  exonerates  and  releases  said  master  from  any  liability  for  or  on 
account  of  injury  received  by  him  in  or  about  such  work  as  he  may 
be  put  to. 

And  the  said  second  party  doth  hereby,  for  himself  or  them- 
selves, as  the  case  may  be,  his  or  their  executors  and  adminis- 
trators, covenant  with  said  master,  its  successors  and  assigns, 
that  the  said  apprentice  will,  during  the  said  term,  faithfully  serve 
the  said  master,  its  successors  and  assigns,  according  to  the  stipu- 
lations herein  contained,  and  will  fully  observe  and  be  bound  by 
said  stipulations;  and  that  said  second  party  will,  during  said  term, 
provide  the  said  apprentice  with  food,  meat,  drink,  washing  and 


390  INDIANAPOLIS  VOCATIONAL  SURVEY 

lodging,  and  also  all  manner  of  necessary  and  becoming  wearing 
apparel,  and  in  case  of  sickness  with  medicine  and  professional 
attendance;  and  further  that  in  case  said  apprentice  shall  in  any 
way  or  manner  become  injured  from  any  cause  whatsoever  while 
working  under  or  for  said  master  from  which  any  damage,  loss 
of  time,  loss  of  service,  expense  of  maintenance  shall  be  incurred 
or  shall  result,  the  said  second  party  shall  and  hereby  does  fully 
and  completely  release,  satisfy  and  discharge  the  said  master, 
its  successors  and  assigns,  from  any  and  every  claim  or  cause  of 
action  therefor,  and  shall  and  will  indemnify  and  protect  the  said 
master,  its  successors  and  assigns,  from  and  against  any  such 
claims  or  causes  of  action,  as  well  as  against  all  claims,  suits  and 
actions  which  may  be  made  or  brought  by  said  apprentice  or  other 
parties  for  or  on  account  of  any  such  injury  or  damage  resulting 
from  the  same. 

In  consideration  whereof.  The  said  master  hereby  agrees  that 
it  will  give  the  said  apprentice  an  opportunity  to  learn,  and  will 

expect  him  to  learn,  the  art  or  trade  of as 

carried  on  in  its  shops  and  consistent  with  the  requirements  of 
said  master,  advancing  said  apprentice  according  to  his  ability 
in  becoming  skilled  in  the  art;  and  also  to  pay,  or  cause  to  be  paid, 
unto  said  second  party,  or  as  said  second  party  shall  direct,  for 
each  day's  work  of  ten  (10)  hours  actually  performed  under  the 
direction  of  said  master,  or  its  authorized  agents,  as  follows: 

During  first  six  months  beginning 191 per  day. 

During  second  six  months  of  said  term 

During  third  six  months 

During  fourth  six  months 

During  fifth  six  months 


During  sixth  six  months 

During  seventh  six  months. 
During  eighth  six  months_ 


payable  on  the  usual  payday  of  said  master  after  the  end  of  each 
month,  less  hospital  dues  collected  for  the  hospital  association; 
and  if  during  the  aforesaid  apprenticeship  term  the  said  apprentice 
shall  not  leave  the  service  of  the  master  and  shall  not  be  discharged 
for  any  violation  of  the  terms  of  this  indenture,  or  for  any  other 
cause  for  which  the  said  master  may  suspend  or  dismiss  said 
apprentice,  but  said  apprentice  shall  have  faithfully  served  said 
master  during  said  term,  said  master  will  pay,  or  cause  to  be  paid, 
at  the  end  of  said  term  of  apprenticeship,  an  additional  sum  of 
seventy-five  ($75.00);  and  if  said  apprentice  shall  thereinafter 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    391 

continue  in  the  service  of  and  faithfully  serve  the  master  for  a 
further  period  of  six  (6)  calendar  months  after  he  has  completed 
his  apprenticeship,  said  master  will  then  pay  said  apprentice  the 
sum  of  seventy-five  dollars  ($75.00)  as  a  bonus  in  addition  to 
the  agreed  wages  which  may  have  been  earned.  And  the  said 
master  further  agrees  at  the  time  of  the  expiration  of  said  term  of 
apprenticeship,  if  said  apprentice  fully  complies  with  the  terms  of 
this  indenture,  and  has  not  been  previously  dismissed  by  said 
master,  to  execute  and  deliver  to  said  apprentice,  if  demanded, 
a  certificate  stating  in  full  the  length  of  time  said  apprentice  has 
worked  for  or  served  said  master  in  said  art  or  trade.  It  is  further 
agreed  and  understood  that  said  master  shall  have  the  right  to 
suspend  or  dismiss  said  apprentice  from  the  service  at  any  time 
during  the  apprenticeship  term  should  he  fail  to  perform  the  duties 
required  of  him  in  a  satisfactory  manner,  or  if  he  becomes  a 

member  of  the. 

and  in  such  case  the  additional  sums  to 

be  paid  as  aforesaid  on  the  expiration  of  said  apprenticeship  term 
and  thereafter  shall  be  retained  by  and  be  forfeited  to  said  master; 
and  should  said  apprentice  absent  himself  from  the  works  of  said 
master  when  it  has  work  for  him,  such  absent  time  shall  be  de- 
ducted, and  the  additional  sums  above  mentioned  shall  not  be 
payable. 

Said  second  party  hereby  directs  and  authorizes  said  master  to< 
pay  all  the  aforesaid  sums  herein  before  provided,  when  payable, 
direct  to  said  apprentice,  and  agrees  that  at  all  times  the  receipt 
of  said  apprentice  for  any  sum  so  paid  or  received  shall  be  a  full 
and  complete  discharge  and  acquittance  of  said  master,  anything 
in  this  indenture  to  the  contrary  notwithstanding. 

In  testimony  whereof,  The  said  apprentice  and  said  second 
party  have  hereunto  set  their  hands  and  seals,  and  the  said  master 
has  caused  this  instrument  to  be  executed  by  its  proper  officers, 
the  day  and  year  first  above  written. 

(Signature  of  apprentice) (Seal.) 

(Signature  of  parent  or  guardian) (Seal.) 


By_ 
Its- 
Approved 


Mechanical  superintendent. 
Approved- 


Supervisor  of  apprentices. 


392  INDIANAPOLIS  VOCATIONAL  SURVEY 

Apprenticeship  Agreement  Lackawanna  Steel  Company. 

The  Lackawanna  Steel  Company  has  apprenticeships  covering 
the  occupations  of  electricians,  roll  turners,  machinists,  moulders 
carpenters,  boilermakers,  blacksmiths,  patternmakers,  with  a 
specific  graduated  scale  of  wages  in  each  kind  of  employment. 
It  does  not  demand  compulsory  attendance  at  an  industrial  school, 
but  encourages  it  by  shortening  the  period  of  apprenticeship  with 
"the  completion  of  a  course  of  instruction  in  some  established 
school  approved  by  said  company." 


Re-apprenticeship  Agreement  Lackawanna  Steel  Company. 

Agreement  made  and  entered  into  this day  of ,191 

between  the  LACKAWANNA  STEEL  COMPANY,  party  of 
the  first  part,  hereinafter  referred  to  as  the  "company,"  and 

,  party  of  the  second  part,  hereinafter 

referred  to  as  the  "apprentice,"  being  the  age  of years. 

WITNESSETH: 

That  whereas,  the  said  apprentice  desires  to  enter  the  service 

of  the  said  company  in  its department 

with  the  purpose  of  learning  the business,  as 

applied  by  said  company. 

Now  therefore,  in  consideration  of  the  premises,  and  the  mutual 
agreements  hereinafter  set  forth,  the  parties  hereto  do  covenant 
and  agree  as  follows,  to  wit : 

First — Said  apprentice  agrees  to  serve  said  Lackawanna  Steel 
Company  in  said  department  faithfully  and  comply  with  all  the 
rules  and  regulations  adopted  by  said  company  in  said  department. 

Second — The  duration  of  said  apprenticeship  shall  be  four  (4) 
years,  and  during  the  first  year  thereof  said  apprentice  shall  be 
known  as  the  first  grade;  during  the  second  year  as  of  the  second 
grade;  during  the  third  year  as  of  the  third  grade;  and  during  the 
fourth  year  as  of  the  fourth  grade,  provided,  however,  that  said 
company  may  at  any  time  in  its  discretion  allow  to  said  apprentice 
credits  advancing  him  in  his  then  grade  for  (1)  previous  experience 
with  said  company  or  others;  (2)  the  completion  of  a  course  of 
instruction  in  some  established  school  approved  by  said  company; 
or  (3)  meritorious  progress  during  this  agreement.  Such  credits, 
however,  will  not  exceed  one  year  for  school  training,  and  not 
exceed  two  years  for  experience,  unless  such  experience  shall 
have  been  obtained  in  the  shop  of  the  company. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    393 

Third — It  is  contemplated  by  the  parties  hereto  that  the  first 
six  months  of  said  apprenticeship  shall  be  a  period  of  probation, 
during  which  the  said  company  is  to  determine  whether  the 
progress  of  said  apprentice  is  satisfactory  and  whether  it  desires 
to  retain  his  service.  The  said  company  and  said  apprentice, 
however,  expressly  reserve  the  right  to  terminate  this  agreement 
at  its  or  his  discretion  at  any  time,  either  during  such  a  period 
of  probation  or  thereafter. 

Fourth — The  said  company  shall  pay  the  said  apprentice 
for  his  service  as  aforesaid,  while  he  is  of  the  first  grade  at  the  rate 

of per  hour;  while  he  is  of  the  second  grade  at  the 

rate  of    - per  hour;  while  he  is  of  the  third  grade  at  the 

rate  of per  hour;  and  while  he  is  of  the  fourth  grade 

at  the  rate  of per  hour;  and  also  at  the  completion 

of  his  service  in  the  fourth  grade  the   sum   of and 

thereafter  at  the  regular  standard  rate  paid at 

that  time,  provided  the  company  has  work  to  offer  him. 

Executed  at the  day  and   year   first   above 

written. 

LACKAWANNA  STEEL  COMPANY 
By. 

(Seal.) 

I, : of  my  minor  son,  who  is  of  the 

age  of years,  hereby  make  application  to  the  Lack- 

awanna  Steel  Company  to  receive  and  continue  in  its  employ  the 
said as  an  apprentice  in  its depart- 
ment of  its works.  In  consideration  of  such  em- 
ployment, I  do  hereby  emancipate  said  minor,  and  I  agree  that 
any  and  all  salary  or  wages  that  may  be  owing  for  work  or  labor 
performed  by  him  for  the  said  company  shall  be  entered  to  his 
credit  and  paid  him  directly  by  the  treasurer  or  paymaster  of 
said  company,  and  I  hereby  authorize  such  payments,  agreeing 
that  his  receipt  therefor  shall  be  sufficient  and  binding  upon  me. 
I  do  hereby  further  release  and  discharge  the  LACKAWANNA 
STEEL  COMPANY  of  and  from  all  claims  and  demands  for  the 
value  of  his  services  during  his  minority. 

My  said  son  was  born  in  the  town  of county 

of . . and  State  of : on 

the day  of A.  D. 


394 


INDIANAPOLIS  VOCATIONAL  SURVEY 


WITNESSETH  my  hand  and  seal  at 

day  of __,  A.  D.   191... 


.this 


WITNESS: 


.(SEAL.) 


CREDITS  ALLOWED. 


Reason  for  Allowance. 

Date  Allowed. 

Amount. 

Time  Expired 

(1)  

(2)  

(3)  

(4)  

(5)  

This  is  to  certify  that. 


-has  this. 


-day 


of. 


19 ,  completed  his  full  term  of  appren- 


ticeship as  set  forth  in  this  agreement. 

LACKAWANNA  STEEL  COMPANY, 

By 


Some  Trade-Educational  Agreements  at  Buffalo,  New  York. 

Apprenticeship  agreements  concerning  training  of  machinists, 
patternmakers  and  printers  in  the  city  of  Buffalo.  These  have 
been  made  between  the  unions  in  those  trades  and  the  department 
of  public  instruction  in  said  city. 

Apprenticeship  Agreement  With  Machinists'  Union. 

1st.  Any  boy  between  the  ages  of  14  and  16  years,  who  takes 
a  complete  two-year  course  in  machine-shop  practice  in  the  day 
vocational  school,  shall  be  considered  a  journeyman  machinist, 
providing  he  serves  an  additional  two  years  and  one-half  at  the 
trade  as  an  apprentice  machinist. 

2nd.  Any  boy  taking  a  two-year  course  in  the  day  vocational 
school  in  machine  shop  practice,  from  16  to  18  years  of  age,  shall 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    395 

be  considered  a  journeyman  machinist,  providing  he  serves  an 
additional  two  years  at  the  trade  as  an  apprentice  machinist. 

3rd.  Any  boy  taking  a  four-year  course  in  the  day  vocational 
school  at  machine  shop  practice,  from  14  to  18  years  of  age,  shall 
be  considered  a  journeyman  machinist,  after  serving  a  year  and 
one-half  as  a  machinist  apprentice. 

4th.  Any  boy  taking  a  two-year  course  in  the  evening  voca- 
tional school  at  machine  shop  practice  and  who  may  be  serving 
his  apprenticeship  in  a  machine  shop,  shall  be  considered  a  jour- 
neyman machinist  after  serving  three  years  as  an  apprentice. 

5th.  It  shall  be  understood  that  members  of  the  Interna- 
tional Association  of  Machinists  shall  not  be  required  to  permit 
the  employment  of  more  than  one  apprentice  to  every  five  jour- 
neymen machinists  employed  in  any  establishment. 

6th.  The  members  of  the  International  Association  of  Ma- 
chinists, District  No.  12  shall  whenever  possible  give  preference 
to  machine  shop  apprentices,  who  are  taking  a  course  in  machine 
shop  training  under  the  direct  supervision  of  the  Department  of 
Public  Instruction  in  the  city  of  Buffalo. 

These  rules  are  to  remain  in  full  force  and  effect  until  such  time 
that  they  are  superseded  by  another  set  of  rules,  drafted  between 
a  committee  composed  of  representatives  of  the  Department  of 
Public  Instruction,  who  have  charge  of  the  machine  shop  practice 
and  representatives  of  the  International  Association  of  Machinists. 

The  committee  selected  shall  consist  of  three  representatives 
from  the  school  and  three  representatives  from  the  International 
Association  of  Machinists. 

Apprenticeship    Agreement    Entered     Into     By     Patternmakers' 

Association  of  Buffalo  and  Vicinity  With  Department 

of  Public  Instruction,  Buffalo,  New   York. 

Resolved: 

That  the  Patternmakers'  Association  of  Buffalo  and  vicinity 
allow  six  months  from  a  five-year  term  of  apprenticeship,  for  any 
boy  graduating  in  a  two-year  course  of  patternmaking.  p| 

That  six  months  be  allowed  for  boys  who  have  had  no  school 
course  and  are  serving  an  apprenticeship  at  the  trade,  on  a  75 
per  cent  attendance  at  night  school  or  a  75  per  cent  attendance  of 
one-half  day  each  week  in  day  school  pertaining  to  patternmaking, 
and  during  at  least  four  years  of  their  apprenticeship. 

No  time  allowed  off  on  any  boy  or  apprentice  unless  satisfied 


396  INDIANAPOLIS  VOCATIONAL  SURVEY 

by  the  men  in  the  shop,  the  instructor  in  the  school  and  the  exe- 
cutive committee  of  the  Patternmakers'  Association. 

That  the  above  resolutions  be  adopted  as  a  trial  and,  if  found 
at  any  time  to  be  impractical  they  shall  be  discontinued,  and 
followed  out  only  as  to  the  boys  who  came  under  the  agreement 
during  its  existence. 

Adopted  August  18,  1914. 

Apprenticeship   Agreement   Entered  Into  By    Typographical    Union 

No.    9    with    the    Printing    Department    of   Vocational 

School  No.    11,    Department    of   Public 

Instruction,  Buffalo,  N.    Y. 

This  apprenticeship  agreement  made  and  entered  into  on  the 
first  day  of  March,  1914,  by  Typographical  Union  No.  9  with 
Vocational  School  No.  11,  Buffalo,  N.  Y.,  is  as  follows: 

DAY  SCHOOL  GRADUATES. 

1.  Graduates  of  the  two-year  day  vocational  course  in  printing 
shall  be  credited  by  the  union  with  one  year  on  their  term  of 
apprenticeship. 

ADVANCED  DAY  COURSE  GRADUATES. 

2.  Graduates  who  remain  at  the  school  and  complete  the 
two-year  advanced  day  vocational  course,  shall  be  credited  by 
the  union  with  an  additional  year  on  their  apprenticeship. 

GRADUATES  WHO  TAKE  ADVANCED  EVENING  SCHOOL  WORK. 

3.  Graduates  who  enroll  in  the  evening  advanced  vocational 
course  for  two  years  during  their  apprenticeship  (provided  they 
attend  75  per  cent  of  the  time  and  make  commendable  progress), 
shall  be  credited  by  the  union  with  an  additional  one-half  year  on 
their  term  of  apprenticeship. 

NON-GRADUATES  WHO  ATTEND  EVENING  SCHOOL. 

4.  Apprentices  already  in  the  trade  who  are  not  graduates 
of  the  two-year  day  vocational  course,  but  enroll  in  the  evening 
school  for  two  years  (provided  they  attend  85  per  cent  of  the  time 
and  make  commendable  progress),  shall  be  credited  by  the  union 
with  one-half  year  on  their  term  of  apprenticeship. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    397 

Trade  Agreements  at  Rochester,  N.  Y. 

Rochester,  New  York,  has  a  system  for  trying  out  school 
children  in  various  occupations,  with  the  ultimate  purpose  of 
allowing  them  to  "find  themselves"  before  leaving  school.  They 
may  "try-out"  as  painters,  paperhangers,  sheet-metal  workers, 
machinists,  plumbers. 

In  case  a  child  shows  exceptional  ability,  he  may  be  selected  to 
enter  prevocational  work  in  his  desired  trade,  with  a  stated  agree- 
ment with  the  employers  of  his  industry  as  to  the  exact  terms 
under  which  he  will  be  admitted  into  the  trade.  Copies  of  these 
agreements  follow. 

Apprenticeship    Plan    Between    the    Shop    School    and     the    Master 
House    Painters    and    Decorators    of    Rochester. 

I.  The  shop  school  shall  give  to  boys  who  are  not  less  than  14 
years  old  and  who  have  completed  at  least  the  6th  grade,  or  prefer- 
ably to  boys  who  have  completed  the  work  of  the  elementary 
schools,  a  general  industrial  or  "try-out"  course  of  such  length  as 
the  school  authorities  may  deem  necessary,  and  shall  select  those 
who  have  an  aptitude  for  and  an  ambition  toward  the  trades  of 
painting  and  paperhanging. 

II.  The  shop  school  shall  give  boys  thus  selected  a  prepara- 
tory course  of  approximately  two  years,  one-half  of  each  day  being 
spent  in  shop  practice  and  the  other  half  in  the  study  of  shop 
mathematics,    mechanical    drawing,    applied    science,    industrial 
history,  civics  and  English. 

III.  Upon   the   satisfactory   completion   of  this   course  the 
Master  House  Painters  and  Decorators  of  Rochester  shall  employ 
these  boys  for  a  three-year    apprenticeship  in  such  numbers  as 
trade  conditions  shall  warrant,  at  the  following  scale  of  wages : 

$1 1 . 00  per  week  for  the  first  year. 
14 . 00  per  week  for  the  second  year. 
17.00  per  week  for  the  third  year. 

In  addition  to  these  wages  each  employer  shall  deposit  in  a 
trust  fund  $1.00  weekly  for  each  boy  thus  employed.  Deposit 
shall  be  made  at  least  quarterly.  Upon  the  completion  of  the  three 
years'  apprenticeship  this  trust  fund  of  $205.00  shall  be  turned 
over  to  the  apprentice.  In  the  event  of  a  failure  for  any  reason 
to  complete  the  apprenticeship,  the  part  of  the  trust  fund  that 
has  accumulated  shall  be  turned  over  to  the  painting  and  decorat- 


398  INDIANAPOLIS  VOCATIONAL  SURVEY 

ing  department  of  the  school  to  be  used  for  equipment  or  furnish- 
ings. This  trust  fund  shall  be  administered  by  a  committee  com- 
posed of  the  president  of  the  Master  House  Painters  and  Decorators 
Association  and  the  superintendent  of  schools. 

IV.  During  the  three  years'   apprenticeship   the  employer 
shall  allow  the  boy,  during  working  hours,  an  amount  of  time  off 
equivalent  to  one-halfj  day  each  week  for  continuing  his  studies, 
such  time  to  be  taken  when  trade  conditions  will  best  permit. 

V.  The  first  three  months  of  employment  as  provided  in 
Articles  III  and  IV  shall  be  considered  a  probationary  period  and 
the  diploma  of  the  school  shall  not  be  awarded  until  the  satis- 
factory completion  of  this  probationary  period. 

VI.  The  members  of  the  Master  House  Painters  and  Decor- 
ators Association  shall  select  a  committee  of  three  of  their  number 
who  shall,  first,  inspect  frequently  the  work  of  the  shop  school  and 
offer  criticisms  and  suggestions  for  the  improvement  of  the  work; 
second,  suggest  tests  that  shall  measure  the  pupils'  progress  in 
manipulative  skill  and  technical  knowledge;  third,  suggest  tests 
that  shall  measure  the  qualifications  of  the  boys  for  graduation. 

Apprenticeship    Plan    Between    the     Shop     School    and    the    Metal 
Working    and    Machinists,    Employers   of   Rochester,  New   York. 

1.  The  shop  schools  shall  give  to  boys  who  are  not  less  than 
14  years  of  age  and  who  have  completed  at  least  the  sixth  grade 
or  preferably  to  boys  who  have  completed  the  work  of  the  ele- 
mentary schools,  a  general  industrial  or  "try-out"  course  of  such 
length  as  the  school  authorities  may  deem  necessary,  and  shall 
select  those  who  have  an  aptitude  for  and  an  ambition  toward  the 
trades  of  metal  work  and  machine  work. 

2.  The  shop  school  shall  give  boys  thus  selected  a  preparatory 
course  of  approximately  two  years,  one-half  of  each  day  being 
spent  in  shop  practice  and  the  other  half  in  the  study  of  shop 
mathematics,    mechanical    drawing,   applied    science,    industrial 
history,  civics  and  English. 

3.  Upon  the  satisfactory  completion  of  this  course  the  metal 
trades  employers  of  Rochester  shall  employ  these  boys  in  such 
numbers  as  trade  conditions  or  shop  management  shall  warrant, 
at  the  following  scale  of  wages: 

$  8 . 00  for  the  first  six  months. 
9 . 00  for  the  second  six  months. 
10 . 00  for  the  third  six  months. 
1 1 . 00  for  the  fourth  six  months. 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    399 

4.  Upon  the  satisfactory  completion  of  the  two  years'  ap- 
prenticeship in  the  shop  of  the  employer,  the  employer  shall  pay 
to  the  boy  a  bonus,  in  addition  to  his  salary  and  not  as  any  part 
thereof,  the  sum  of  $100.00. 

5.  During  the  two  years'  apprenticeship  the  employer  shall 
allow  the  boy,   during  working  hours,   an  amount  of  time  off 
equivalent  to  one-half  day  each  week  for  continuing  his  studies, 
such  time  to  be  taken  when  manufacturing  conditions  will  best 
permit. 

6.  The  first  three   months   of  employment   as   provided  in 
articles  3  and  5  shall  be  considered  a  probationary  period  and  the 
diploma  of  the  school  shall  not  be  awarded  until  the  satisfactory 
completion  of  this  probationary  period. 

7.  The  members  of  the  metal  working  and  machine  industry 
shall  select  a  committee  of  three  of  their  number  who  shall,  first, 
inspect  frequently  the  work  of  the  shop  school  and  offer  criticisms 
and  suggestions  for  the  improvement  of  the  work;  second,  suggest 
tests  that  shall  measure  the  pupils'  progress  in  manipulative  skill 
and  technical  knowledge;  third,  suggest  tests  that  shall  measure 
the  qualifications  of  the  boys  for  graduation. 

Proposition  Adopted  by  the  Master  Plumbers'  Association. 

1.  The  shop  school  shall  give  to  boys  who  are  not  less  than  14 
years  old  and  who  have  completed  at  least  the  sixth  grade  or 
preferably  to  boys  who  have  completed  the  work  of  the  elementary 
schools,  a  general  industrial  or  "try-out"  course  of  such  length 
as  the  school  authorities  may  deem  necessary,  and  shall  select 
those  who  have  an  aptitude  for  and  an  ambition  toward  the  trade 
of  plumbing. 

Note:     This  try-out  course  is  to  determine  whether  a  boy 
might  become  fitted  by  further  training  for  a  particular  trade. 

2.  The  shop  school  shall  give  boys  thus  selected  a  preparatory 
course  of  approximately  two  years,  one-half  of    each   day  being 
spent  in  shop  theory  and  practice,  and  the  other  half  in  the  study 
of  shop  mathematics,  mechanical  drawing  and  blueprint  reading, 
applied  science,  industrial  history,  civics  and  English. 

3.  Upon  the  satisfactory  completion  of  this  course  the  master 
plumbers  of  Rochester  shall  employ  these  boys  for  a  four-year 
apprenticeship  in  such  numbers  as  trade  conditions  and  shop 
practice  shall  warrant,  at  an  initial  wage  of  $5.00  per  week  and 
substantial  increases,  depending  upon  the  ability  of  the  boy. 


400  INDIANAPOLIS  VOCATIONAL  SURVEY 

4.  The  employer  shall  advise  these  boys  to  secure  still  further 
training  by  attendance  in  evening  school. 

5.  The  first  three  months  of  employment  as  provided  in 
articles  3  and  4  shall  be  considered  a  probationary  period,  and  the 
diploma  of  the  school  shall  not  be  awarded  until  the  satisfactory 
completion  of  this  probationary  period. 

6.  The  members  of  the  Master  Plumbers'  Association  shall 
select  a  committee  of  three  (3)  of  their  number  who  shall : 

First,  inspect  frequently  the  work  of  the  shop  school  and  offer 
criticisms  and  suggestions  for  the  improvement  of  the  work. 

Second,  suggest  tests  that  shall  measure  the  pupil's  progress 
in  manipulative  skill  and  technical  knowledge. 

Third,  suggest  tests  that  shall  measure  the  qualifications  of 
boys  for  graduation. 

Indorsed  by 
MASTER  PLUMBERS'  ASSOCIATION, 

(Consisting  of  62  firms.) 
March  2nd,  1915. 

The  following  are  the  contracts  of  corporations  having  their  own 
apprenticeship  schools,  and  who  outline  their  own  courses. 

American  Locomotive  Company  Shop  Apprentice  Course. 

The  American  Locomotive  Company  offers  to  a  limited  number 
of  young  men  the  opportunity  to  learn  the  mechanical  trades 
as  practiced  in  the  shops. 

ENTRANCE  REQUIREMENTS: 

Young  men  not  less  than  sixteen  years  of  age,  physically 
strong  and  of  good  character,  and  who  appear  to  possess  the 
necessary  ability  will  be  eligible  for  apprenticeship.  It  is  required 
that  applicants  shall  have  received  instruction  in  common  school 
subjects  and  they  should  be  able  to  solve  problems  in  fractions, 
decimals  and  percentage,  and  to  write  legibly. 

TERM: 

Apprentices  will  serve  for  a  term  of  four  years.  Only  the 
actual  number  of  hours  served  will  count  on  the  apprentice  course, 
although  the  company  may,  in  times  of  business  depression, 
make  such  allowance  as  seems  proper,  but  this  allowance  will 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    401 

not  exceed  ten  per  cent  of  the  entire  term  of  apprenticeship.  The 
company  does  not  guarantee  to  retain  apprentices  during  periods 
of  depression,  although  every  effort  will  be  made  to  keep  them 
at  work  as  long  as  possible. 

RATES  AND  HOURS: 

Information  concerning  rates  of  pay  and  hours  of  work  will 
be  furnished  upon  application.  Increase  in  rates  will  be  based 
upon  completion  of  the  required  number  of  hours  for  each  period, 
provided  satisfactory  work  has  been  done. 

SCHOOL: 

In  plants  where  the  company  conducts  an  evening  school, 
each  apprentice  is  required  to  attend  such  school  one  evening  per 
week,  two  hours  per  session,  unless  excused  for  some  good  reason. 
At  plants  where  schools  are  not  now  organized  apprentices  accept- 
ing positions  do  so  with  the  understanding  that  they  will  attend 
such  schools  when  established  later.  All  school  equipment, 
including  tuition,  textbooks  and  necessary  stationery,  will  be 
furnished  apprentices  free  of  charge. 

WORK  SCHEDULE: 

The  company  will  give  to  each  apprentice  the  best  possible 
opportunity  to  gain  experience  in  the  various  kinds  of  work  done 
in  his  department',  in  accordance  with  a  carefully  arranged  work 
schedule  and  under  proper  instruction.  When  the  condition  of 
business  requires  it,  the  company  will  vary  from  this  schedule 
and  give  apprentices  any  available  work  to  keep  them  employed. 

DISMISSAL: 

Apprentices  who  prove  incompetent  or  are  guilty  of  misde- 
meanor or  who  fail  to  take  the  necessary  interest  in  shop  or  school 
work,  may  be  dropped  from  the  apprentice  roll  during  any  part 
of  the  course. 

AGREEMENT: 

No  written  agreement  is  required  of  apprentices,  but  appli- 
cants accepting  positions  by  so  doing  agree  to  be  governed  by 
the  conditions  stated  above  and  the  company  by  admitting  them 
agrees  to  fulfill  its  part  of  the  apprentice  plan. 

6647—26 


402  INDIANAPOLIS  VOCATIONAL  SURVEY 

AMERICAN  LOCOMOTIVE  COMPANY. 


OUTLINE  OF  APPRENTICE  COURSES. 


ITEM. 


SHOP. 


DRAWING    ROOM. 


Departments. 


Location  of  plants. .  .  . 


Length  of  course 


Age  limits 

School  requirements. . 

Trial  period 


How  started. . 


Supervision.  .  . 
Advancement . 


Basis  for  increase  in 
pay 


School. 


Studies. 


Blacksmith,  boiler,  carpenter,  core, 
moulding,  machine,  pattern,  paint, 
pipe,  repair,  electric,  tank,  tool,  tin 
and  copper 

Schenectady,  N.  Y.,  Dunkirk,  N.  Y. 

Richmond,  Va.,  Pittsburgh,  Pa. 

Paterson,  N.  J.,  Montreal,  Can. 

Four  years  for  all  trades  except  electric 
repairing,  in  which  two  and  three- 
year  courses  are  arranged  to  suit  local 
conditions. 

16  or  over. 

5th  to  8th  grades  according  to  the  needs 
of  the  trade. 

None. 


Directly  in  shop  on  productive  work, 
beginning  with  simple  tasks  (not 
errand  work)  and  advancing  as  abil- 
ity develops. 


Apprentice  supervisor  who  devotes  all 
or  part  of  his  time  to  instructing  ap- 
prentices. 

Apprentice  moved  at  stated  intervals 
from  one  class  of  work  to  another, 
covering  all  important  lines  in  the 
department. 

Completion  of  required  number  of 
hours  for  each  term  and  the  doing  of 
satisfactory  work. 


Night   school   during    winter    months, 
two  hours  per  week. 


Subjects  related  to  the  trade,  such  as 
shop  practice,  mathematics,  physics, 
mechanics,  geometry  and  sketching 
as  related  to  shop  needs. 


General  drawing  room 
at  Schenectady  and 
branches  at  all  other 
plants. 

Four  years.  Special 
course  for  shop  ap- 
prentices who  can 
qualify  for  drafting. 

16  or  over. 

High  school,  2  years 
or  more  preferred. 

Nominally  six  months 
though  it  may  be 
extended  indefinite- 
ly. 

Preliminary  work, 
such  as  filing  prints, 
helping  draftsmen 
or  clerical  work  for 
the  first  few  months 
to  give  idea  of  the 
office  system. 

Apprentice  instructor 
who  gives  all  of  his 
time  to  the  work. 

Changed  from  one 
section  to  another 
at  regular  intervals 
getting  a  variety  of 
experience. 

Satisfactory  comple- 
tion of  prescribed 
amount  of  school 
work  and  the  doing 
of  satisfactory  work. 

Day  school,  3  hours 
per  week  during 
working  hours,  all 
the  year. 

Locomotive  construc- 
tion and  design, 
including  mathe- 
matics, physics, 
mechanics,  strength 
of  materials  and 
steam,  as  applied  to 
the  locomotive; 
drawing  and  pro- 
jection.  


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    403 
AMERICAN  LOCOMOTIVE  COMPANY.— Continued. 


OUTLINE  OF  APPRENTICE  COURSES. 

ITEM. 

SHOP. 

DRAWING  ROOM. 

Instruction  method.  . 
Graduation  

Study  papers  for  individual  work  and 
classroom  talks. 

Given  large  certificate  and  pocket  mini- 
ature.   Placed  on  roll  of  journeymen 
and    rate    advanced    according    to 
ability. 

None. 

Textbooks      (home- 
•  made)  dealing  with 
the  subjects  called 
for,  permitting  indi- 
vidual study  and  in 
dependent  progress. 
Lectures  and  talks 
on  special  topics. 
Given  large  certificate 
and    pocket    mini- 
ature.     Placed   on 
roll  of  journeymen 
and  rate  advanced 
according  to  ability. 
$150.00. 

Bonus                 

404  INDIANAPOLIS  VOCATIONAL  SURVEY 

Western  Electric  Company  Apprentice  System. 

1.  OBJECT. 

1 . 1  The  primary  object  of  our  apprentice  system  is  to  prepare 
superior  workmen  for  tool  makers'  and  instrument  makers' 
trades.  To  do  this,  the  company,  appreciating  the  necessity 
of  technically  educating  workmen,  has  put  into  effect  a 
systematic  course  of  instruction  which  includes  technical 
instruction  as  well  as  practical.  This  has  resulted  in  the 
development  of  several  young  men  who  are  capable  of  filling 
positions  of  responsibility,  such  as  foreman,  assistant  foreT 
man,  tool  designers,  special  investigators,  inspectors,  etc. 
The  system,  therefore,  not  only  provides  exceptionally  good 
mechanics,  but  fits  young  men  for  positions  in  the  engineering 
or  other  branches  of  work,  thus  providing  a  group  of  eligibles, 
on  which  we  can  draw  to  fill  such  positions  when  vacancies 
occur. 

2.  ADMISSION  REQUIREMENTS. 

2.1  The  applicant  must  be  between  17  and  20  years  of  age, 
must  be  proficient  in  elementary  arithmetic  (his  knowledge  of 
this  subject  is  determined   by  an  examination)   and  must 
furnish  satisfactory  reference  as  to  his  ability  and  character. 

2.2  Boys  in  the  company's  employ  who  apply  for  apprentice- 
ship and  who  meet  the  above  requirements  are  given  the 
preference  over  applicants  not  in  the  employ  of  the  company. 

3.  TERM  OF  SERVICE. 

3 . 1  Apprentices  are  required  to  serve  four  years  of  2 ,400  hours 
each,  the  time  spent  in  the  apprentice  class  and  attending 
lectures  for  apprentices  being  considered  part  of  the  above 
period  of  indenture. 

4.  CONTRACT. 

4 . 1  An  apprentice  is  obliged  to  execute,  together  with  his 
parents  or  guardian,  an  agreement,  a  copy  of  which  is  attached. 

5.  SHOP  INSTRUCTION. 

5 . 1  The  shop  instruction  for  apprentices  in  tool  making  and 
instrument  making  is  regulated  so  that  the  apprentice  stays 
on  one  class  of  work  for  a  fixed  period  of  time,  which  is  in- 
tended to  be  long  enough  to  give  him  a  good  practical  knowl- 
edge of  that  work.  Each  apprentice  spends  the  same  number 
of  weeks  on  each  of  the  different  types  of  machines  and  on  the 
different  kinds  of  bench  work.  Then  when  he  has  completed 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    405 

the  course  he  has  been  given  the  same  opportunity  and 
instruction  as  every  other  apprentice  and  has  become  expert 
in  proportion  to  his  own  natural  ability,  application  and 
attentiveness. 

5.2  The  time  devoted  to  shop  instruction  is  divided  between 
the  instruction  shop  and  the  shops  of  the  tool  making  and 
instrument  making  departments,  as  explained  on  the  schedule 
card.     The  instruction  shop  is  a  separate  shop  where  the 
apprentices  are  given  a  careful  training,  under  competent 
instructors,  in  all  of  the  fundamental  principles  governing 
the  operating  of  different  machines  and  the  character  of  the 
work  they  are  designed  to  handle. 

5.3  As  soon  as  an  apprentice  has  signed  his  contract,  he  is 
given  a  schedule  card  which  shows  the  different  kinds  of 
machine  and  bench  work  he  is  expected  to  take  and  the 
length  of  time  which  he  must  spend  on  each.     The  date  of 
the  boy's  contract  is  written  on  the  card  to  the  right  of  the' 
first  classification  of  work.     By  referring  to  the  card,  the 
apprentice  can  keep  track  of  his  own  time  and  knows  when 
he  is  scheduled  for  a  change.     He  is  then  assigned  to  the 
next  division  of  the  work  listed  on  the  card,  the  date  on  which 
he  starts  is  noted. 

6.  FORM  OP  APPRENTICE  SCHEDULE  CARD. 
Apprentice  schedule  of_ 


Instruction  shop — (Drilling) 

(Plain  milling)  13  weeks 

Tool  or  instrument  making  departments — 22  weeks 
Instruction  shop  (Engine  lathe) 

(Hand  screw  machine) — 16  weeks 
Tool  or  instrument  making  departments — 22  weeks 
Instruction  shops  (Universal  milling  machine) 

(Vertical) — 13  weeks 

Tool  or  instrument  making  departments — 26  weeks 
Instruction  shop  (Grinders) 

(Automatic  screw  machine) — 13  weeks 
Tool  or  instrument  making  departments — 26  weeks 
Instruction  shop  (jig  work) 

(Model  making) — 13  weeks 

Tool  or  instrument  making  departments — 26  weeks 
Instruction  shop     (final  period) — 18  weeks 

Total,  208  weeks 
Each  week  to  consist  of  48  hours 


406  INDIANAPOLIS  VOCATIONAL  SURVEY 

7.  TECHNICAL  INSTRUCTION. 

7.1  In   addition   to   the   shop  instruction,   the   company   has 
established  an  apprentice  school  in  which  the  boys  are  given 
instructions  in  technical  subjects,  principally,  shop  mathe- 
matics,   mechanical    principles    and    drawing.     The    school 
meets  during  working  hours  and  the  boys  receive  their  reg- 
ular rates  of  pay  for  this  period  as  for  shop  work.     The  class 
schedule    consists    of  four  hours  per  week  during  the  first 
three  years  of  indenture.     In  addition  to  the  instruction  in 
the  class,  the  boys  are  given  work  in  mathematics  which 
they  are  expected  to  prepare  at  home. 

7.2  No  text  or  reference  books  are  used,   though   typewritten 
instruction  papers  covering   briefly  the  subjects  taught  and 
containing   practical   shop   problems,   are   prepared   by   the 
instructor  and  furnished  to  all  apprentices,  together  with 
suitable  binders  for  holding  same. 

8.  MATHEMATICS. 

8.1  In  mathematics,  an  apprentice  is  given  a  sufficient  knowl- 
edge of  arithmetic,  geometry  and  trigonometry,  to  enable 
him  to  solve  any  problems  that  may  come  up  in  the  shop. 

8.2  In   geometry  the  instruction   consists   principally  of  the 
graphic  solution  of  problems. 

8 . 3  Trigonometry  is  probably  more  often  required  in  our  shop 
than  other  branches  of  mathematics  and  enough  of  it  is 
taught  to   enable   an  apprentice  to   solve    both    right    and 
oblique  triangles  without  burdening  him  with  much  of  the 
theory. 

9.  MECHANICAL  PRINCIPLES. 

9.1  In  mechanical  principles  the  apprentice  is  given  sufficient 
training  in  a  few  of  the  fundamental  mechanical  laws,  to 
enable  him  to  apply  these  laws  with  a  fair  degree  of  judgment. 

10.  OBSERVATION  TOURS. 

10.1  The  apprentices  are  taken  on  a  tour  of  observation  to 
other  departments  of  the  works  about  once  a  quarter,  under 
the  supervision  of  the  classroom  instructor,  for  the  purpose 
of  seeing  the  work  of  departments  other  than  the  one  they 
are  directly  interested  in  and  observing  the  relations  existing 
between  the  departments  visited  and  their  own.  Also  the 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    407 

connection  between  the  tools  constructed  in  the  tool  making 
department  and  the  output  of  the  company. 
10.2  No  classes  are  held  during  the  months  of  July  and  August, 
because  many  of  the  boys  wish  to  take  vacations  during  these 
months  and  also  because  it  is  difficult  to  make  much  progress 
during  that  time  on  account  of  the  heat. 

11.  REPORT  CARDS. 

11.1  Report  cards  are  made  up  bi-monthly  covering  the  work 

done  by  each  apprentice  and  copies  are  sent  to  their 
parents  for  their  information  and  signatures. 

11.2  The  method  of  marking  the  boy's  standing  on  the  card  is 

as  follows: 

Excellent — Signifies  the  highest  and  best  grade. 
Good — Signifies  that  the  boy's  work  is  acceptable. 
Fair — Signifies  that  the  boy  is  barely  passing  and  should 

better. 
Poor — Signifies  that  the  boy 's  work  is  unsatisfactory. 

12.  RATES  OF  PAY. 

First  six  months $.16  per  hour. 

Second  six  months 17  per  hour. 

Third  six  months .19  per  hour. 

Fourth  six  months 21  per  hour. 

Third  year 24  per  hour. 

Fourth  year 29  per  hour. 

13.  BONUS. 

13.1  In  addition  to  his  wages,  the  company  agrees  to  give  the 
apprentice  upon  the  completion  of  his  full  term  of  service 
a  bonus  of  one  hundred  dollars  ($100.00). 

14.  TOOLS. 

14 . 1  As  the  rate  of  pay  of  an  apprentice  is  comparatively  small 
and  the  cost  of  tools  considerable  the  company  has  found 
that,  unless  tools  are  provided  many  of  the  boys  are  handi- 
capped and  can  not  make  the  progress  the  company  expects 
and  desires.  An  arrangement  has  been  provided  in  the 
contract  therefore,  whereby  a  boy  may  get  tools  at  the  dis- 
cretion of  the  foreman  through  the  company,  the  cost  of 


408  INDIANAPOLIS  VOCATIONAL  SURVEY 

same  to  be  charged  against  the  hundred  dollar  bonus.  It  is 
understood  and  agreed  that  these  tools  will  remain  the  prop- 
erty of  the  company  until  the  expiration  of  the  boy's  term 
of  service,  when  they  will  be  turned  over  to  the  boy  as  a  part 

of  the  bonus. 

WORKS  TRAINING  DIVISION,  No.  2003. 

General   Electric  Company  Agreement  of  Apprenticeship. 

This  Agreement  is  made  this day  of , 

19 ,  between doing  business  in 

hereinafter  known  as  "com- 
pany," and of 

hereinafter  known  as  "apprentice,"  and. 


of hereinafter  known  as"  guar- 
dian, "  whose  relationship  to  the  apprentice  is  that  of 

For  the  purpose  of  acquiring  the  art  or  trade  of 

,  said . hereby  becomes 

an  apprentice  to  the  company  and  the  company  hereby  accepts 
him  subject  to  the  terms  herein  stated. 

The  apprentice  and  his  guardian  hereby  promise  that  the 
apprentice  shall  conform  to  and  abide  by  all  the  provisions  of  this 
agreement,  and  shall  faithfully  serve  the  company  during  the  full 
period  of  time  named  in  this  agreement. 

The  apprentice  agrees  during  the  period  of  his  apprenticeship 
to  do  all  in  his  power  to  learn  said  art  or  trade  and  to  promote  the 
interests  of  the  company.  He  also  agrees  to  pursue  classroom 
studies  when  they  are  required  and  arranged  for  by  the  company 
and  in  that  case  to  do  a  reasonable  amount  of  home-study  in 
preparation  therefor. 

It  is  agreed  by  the  apprentice  and  his  guardian  that  the  com- 
pany shall  have  the  right  at  any  time  to  discharge  the  apprentice 
for  inability  for  the  work,  disobedience  of  rules  and  regulations  of 
the  company,  or  improper  conduct  in  or  out  of  working  hours, 
and  to  rearrange  his  working  time  if  the  state  of  business  should 
demand  it. 

The  company  agrees  adequately  to  train  and  instruct  the 
apprentice  in  the  principal  operations  of  said  art  or  trade,  including 


The  company  also  agrees  to  pay  to  the  apprentice  the  compensa- 
tion specified  in  this  agreement  and,  if  the  apprentice  shall  remain 


APPRENTICESHIPS;  UNION  REGULATIONS;  AGREEMENTS    409 

in  its  service  for  the  full  period  of  his  apprenticeship,  including 
whatever  period  is  required  to  make  up  for  lost  time,  and  shall 
comply  with  the  terms  of  this  agreement,  to  present  to  the  appren- 
tice at  the  termination  of  his  apprenticeship  a  bonus  of 

dollars  ($ )  and  a  certificate  of  appren- 
ticeship signed  by  an  officer  of  the  company. 

This  agreement  shall  cover  a  period  of years,  including 

a  trial  period  of working  hours.  Each  year  shall  consist 

of working  hours. 

The  apprentice  shall  receive  from  the  company  during  the 
period  of  apprenticeship  the  following  compensation,  to-wit: 

cents  per  hour  for  the  first working  hours, 

cents  per  hour  for  the  next working  hours, 

cents  per  hour  for  the  next working  hours, 

cents  per  hour  for  the  next working  hours, 

cents  per  hour  for  the  next working  hours, 

cents  per  hour  for  the  next working  hours, 

cents  per  hour  for  the  next working  hours, 

cents  per  hour  for  the  next working  hours, 

cents  per  hour  for  the  next working  hours, 

cents  per  hour  for  the  next working  hours, 


Company.  Apprentice. 

Per 

Guardian. 

Automobile  Agreement  of  Apprenticeship. 

Form  adopted  by  the  Minneapolis  Automobile  Trades  Asso- 
ciation for  use  in  the  case  of  apprentices  who  go  from  the  Dun- 
woody  Institute  after  two  years  of  training  in  the  Institute  to 
serve  two  years  as  advanced  apprentices  in  the  automobile  shop. 

This  Agreement  is  made  this day  of 19 

between doing  business  in 

hereinafter  known  as  "company, " 

and___ of . 

hereinafter  known  as  "apprentice,"  and 

of hereinafter  known  as  "guardian," 

whose  relationship  to  the  apprentice  is  that  of 


For  the  purpose  of  acquiring  the  art  or  trade  of 


said hereby  becomes  an  apprentice  to  the 


410  INDIANAPOLIS  VOCATIONAL  SURVEY 

company  and  the  company  hereby  accepts  him  subject  to  the 
terms  herein  stated. 

The  apprentice  and  his  guardian  hereby  promise  that  the 
apprentice  shall  conform  to  and  abide  by  all  the  provisions  of  this 
agreement  and  shall  faithfully  serve  the  company  during  the  full 
period  of  time  named  in  this  agreement. 

The  apprentice  agrees  during  the  period  of  his  apprenticeship 
to  do  all  in  his  power  to  learn  said  art  or  trade  and  to  promote  the 
interests  of  the  company.  He  also  agrees  to  pursue  classroom 
studies  when  they  are  required  and  arranged  for  by  the  company 
and  in  that  case  to  do  a  reasonable  amount  of  home  study  in 
preparation  therefor. 

It  is  agreed  by  the  apprentice  and  his  guardian  that  the  com- 
pany shall  have  the  right  at  any  time  to  discharge  the  apprentice 
for  inability  for  the  work,  disobedience  of  rules  and  regulations 
of  the  company,  or  improper  conduct  in  or  out  of  working  hours, 
and  to  rearrange  his  working  time  if  the  state  of  business  should 
demand  it. 

The  company  agrees  adequately  to  train  and  instruct  the 
apprentice  in  the  principal  operations  of  said  art  or  trade,  including 


This  agreement  shall  cover  a  period  of  four  years,  including 
two  years  in  The  William  Hood  Dunwoody  Industrial  Institute, 
which  the  apprentice  has  already  served.  Each  of  the  remaining 
two  years  shall  consist  of weeks. 

The  apprentice  shall  receive  from  the  company  during  the 
period  of  apprenticeship  the  following  compensation,  to-wit: 
$2.25  per  day  for  the  first  year  of  his  service  in  the  shop  of  the 
company,  and  $2.50  per  day  for  the  second  year. 

Company.  Apprentice. 

Per 

Guardian. 


PART  IV. 
FINDINGS  AS  TO  SCHOOLS. 


I.     MANUAL  ARTS  WORK  FOR  BOYS  IN  GRADES  4B  TO  8A 

INCLUSIVE. 


YEAR  1915-1916. 

The  manual  arts  work  for  boys  is  given  as  a  part  of  the  general 
scheme  of  education.  Its  aim  is  largely  cultural  and  disciplinary. 
It,  however,  approaches  pre vocational  in  certain  subjects  in 
that  it  gives  an  insight  into  industry  as  touched  by  these  subjects, 
but  unfortunately  these  subjects  are  limited  to  printing,  wood- 
work, mechanical  drawing,  electricity,  shoe  repairing  and  tailor- 
ing. 

Organization. 

The  manual  arts  work  for  boys  in  grades  four  to  eight,  inclusive, 
is  designated  as  follows: 

First  year  elementary  manual  training  (4B-4A  inclusive) . 

Second  year  elementary  maual  training  (5B-5A  inclusive) . 

First  year  shop  work  in  wood  (6B-6A  inclusive) . 

Second  year  sh'op  work  in  wood  (7B-7A  inclusive) . 

Third  year  shop  work  in  wood  (8B-8A  inclusive) . 

First  year  mechanical  drawing  (7B-7A  inclusive) . 

Second  year  mechanical  drawing  (8B-8A  inclusive). 

First  year  printing  (7B-7A  inclusive) . 

Second  year  printing  (8B-8A  inclusive) . 

Elementary  electricity  (8B). 

Advanced  electricity  (8A) . 

Elementary  shoe  repairing  (7B-7A  inclusive) . 

Advanced  shoe  repairing  (7B-7A  inclusive) . 

Advanced  shoe  repairing  (8B-8A  inclusive) . 

Tailoring  mixed  grades  or  special. 

Pottery,  mixed  grades  or  special. 

Bookbinding,  mixed  grades  or  special. 

The  time  allowed  to  each  subject  varies  in  different  districts, 
but  it  is  never  less  than  ninety  minutes  per  week,  or  more  than  270 
minutes  per  week.  (For  data  concerning  exact"  amount  of  time 
to  each  subject,  see  accompanying  chart). 

(411) 


412  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  work  in  the  4th  and  5th  grades  is  taught  by  the  regular 
teacher  assisted  every  two  or  three  weeks  by  a  special  teacher. 
The  teaching  in  the  6th,  7th  and  8th  grades  in  1915-1916,  was  done 
by  twenty-nine  special  teachers  giving  full  time,  and  one  teacher 
part  time.  All  of  the  work  is  carried  on  under  the  supervision  of 
a  special  director. 

Material  and  equipment  necessary  to  carry  on  the  work  is  for 
the  most  part  furnished  out  of  the  school  funds.  Exceptions  are 
made  on  large  projects  undertaken  by  individual  pupils,  the 
pupils  paying  the  excess  over  a  certain  allowance. 

In  1915-16  there  were  enrolled  in  the  manual  arts  work  in 
the  4th  and  5th  grades 3 ,938 

In  the  6th,  7th  and  8th  grades 4,669 

The  cost  of  maintenance  and  supplies  in  the  4th  and  5th 
grades  was $1 , 704 

The  cost  of  maintenance  and  supplies  in  the  6th,  7th  and 
8th  grades  was 5,913 

The  per  capita  cost  of  instruction  only  in  the  4th  and  5th 
grades  was 1 . 46§  * 

The  per  capita  cost  of  instruction  and  supervision  in  the 
4th  and  5th  grades  was 2 . 47^  f 

Total  per  capita  cost  of  maintenance,  supplies  and  in- 
struction and  supervision  in  the  4th  and  5th  grades  was 2.91^ 

The  per  capita  cost  of  instruction  and  supervision  in  all 
manual  arts  work  in  6th,  7th  and  8th  grades  was 6 . 83  f 

Total  per  capita  cost  of  maintenance  and  supplies  in  all 
manual  arts  work  in  6th,  7th  and  8th  grades  was 1 .27 

Total  per  capita  cost  of  maintenance  and  supplies,  in- 
struction and  supervision  in  all  manual  arts  work  in  6th,  7th 
and  8th  grades  was 8.10 

Elementary  Manual  Training  (4B-5A  inclusive). 

The  work  in  first  and  second  year  elementary  manual  training 
is  carried  on  at  a  specified  time  in  the  regular  room  by  the  regular 
grade  teacher.  This  teacher  takes  the  boys  from  two  rooms, 
while  the  girls  of  the  same  two  rooms  are  having  a  lesson  in  sew- 
ing. Special  teachers  for  supervisors  assist  these  teachers  at 
more  or  less  irregular  intervals  owing  to  the  needs  of  the  class  or 
the  experience  and  training  of  the  regular  teacher.  In  some 
cases  it  has  been  necessary  for  these  special  teachers  or  super- 
visors to  return  to  the  same  building  on  several  manual  training 
lesson  periods  in  succession,  while  in  some  cases  it  has  been  three 
weeks  between  visits. 


*Based  on  fa  of  the  regular  teachers'  salary. 

•(Includes  pro  rata  of  special  teachers'  and  director's  salary. 


FINDINGS  AS  TO  SCHOOLS  413 

The  work  is  based  on  making  projects  which  allow  a  consider- 
able amount  of  freedom  in  the  choice  of  design  and  also  give  an 
opportunity  for  experience  in  the  use  of  different  tools.  The 
course  as  outlined  offers  opportunity  for  experience  in  the  follow- 
ing processes:  Measuring,  drawing,  sawing,  planing,  assembling 
and  staining. 

In  the  first  year  the  work  is  done  largely  with  the  coping  saw 
used  to  make  animal  forms  and  jointed  or  mechanical  toys. 
These  projects  are  followed  by  the  construction  of  such  problems  as 
calendar  backs,  blueprint  and  picture  frames,  game  boards, 
bird  houses,  nail  or  marble  board,  kodak  print  and  recipe  books 
and  the  making  of  blueprints. 

Much  effort  is  being  made  to  relate  the  manipulative  side  of 
the  work  to  the  academic  subjects  through  a  study  of  how  the 
materials  and  tools  used  in  the  work  are  made  or  prepared,  from 
where  they  come,  their  evolution  or  history,  etc.,  or  as  in  the 
problem  of  the  bird  house,  the  study  of  the  life  and  habits  of  the 
birds,  the  kinds  of  homes  they  like,  and  the  food  they  eat,  etc. 
The  making  of  the  blueprint  frame  is  followed  by  lessons  in 
printing  with  blueprint  paper  from  negatives,  tracings  and 
nature  motifs.  These  prints  are  mounted  in  a  blank  book 
designed  and  made  by  each  pupil  for  this  purpose.  For  data 
concerning  the  number  taking  this  work,  length  of  work  periods, 
cost,  etc.,  see  accompanying  table. 

In  1915-16  the  per  capita  cost  of  instruction  and  supervision  in 

the  4th  and  5th  grades  was $2 . 48 

The  per  capita  cost  of  supplies  was 44 

Bench  Work  in  Wood  (6B-8A  inclusive). 

Bench  work  in  wood  was  carried  on  in  1915-16,  in  twenty-nine 
especially  equipped  shops  so  located  geographically  that  they 
could  be*  used  as  manual  training  centers  for  a  community.  In 
this  way  the  equipment  is  in  most  cases  used  to  the  maximum 
capacity.  The  equipment  consists  of  twenty-four  benches 
equipped  with  an  individual  set  of  tools  that  are  most  constantly 
used,  and  a  general  rack  of  tools  which  are  only  used  occasionally 
and  of  which  it  is  not  necessary  to  have  a  sufficient  number  to 
supply  each  pupil.  In  every  center  that  part  of  the  equipment 
such  as  lockers,  staining  tables,  etc.,  is  made  by  the  pupils.  This 
means  a  considerable  saving  in  expenditure  of  funds  and  furnishes 
the  pupils  with  a  different  type  of  work. 

During  the  year  1915-16,  in  twenty-two  centers  each  pupil 


414  INDIANAPOLIS  VOCATIONAL  SURVEY 

received  instruction  from  an  especially  trained  teacher  once 
each  week  for  a  period  of  ninety  minutes.  In  seven  other  centers 
the  time  varied  from  180  to  270  minutes.  Twenty-nine  teachers 
have  been  employed  in  the  manual  training  department  in  the 
6th,  7th  and  8th  grades,  giving  instruction  to  4,652  boys  divided 
into  290  classes. 

In  the  woodworking  shops  two  types  of  work  are  under- 
taken; namely  individual  project  work  consisting  of  articles 
which  the  pupil  makes  for  himself,  and  group  project  work  which 
consists  of  articles  upon  which  the  pupils  work  in  groups. 

No  set  course  of  "models"  is  prescribed  for  either  of  the 
grades  of  shop  work.  An  outline  of  suggestions  setting  forth  the 
principles  that  should  be  taught,  and  the  logical  way  in  which 
these  principles  should  be  taken  up  and  studied  is  supplied  to  the 
shop  teachers.  A  list  of  suggestive  models  is  also  furnished, 
arranged  in  a  way  which  conforms  to  the  principles  being  studied, 
but  no  set  course  of  models  is  used.  On  the  contrary,  the  shop 
teacher  is  encouraged  to  develop  with  his  pupils  new  and  in- 
teresting projects  to  meet  the  needs  of  the  individual  pupil,  or  in 
some  cases  the  interests  of  the  entire  class. 

An  effort  is  made  to  make  the  individual  projects  serve  a 
real  need.  During  the  year  1915-16,  304  different  kinds  of 
projects  were  made,  and  in  most  cases  where  the  projects  were  the 
same  in  name  they  were  different  in  design  or  arrangement. 

Continuous  individual  record  cards  are  maintained  in  all 
6th,  7th  and  8th  grade  woodworking  and  mechanical  drawing 
classes.  The  card  used  has  been  found  to  be  inadequate,  but 
it  has  proved  the  fact  that  permanent  records  of  work  accom- 
plished are  necessary.  A  more  complete  card  is  now  being 
prepared  for  recording  the  work. 

In  the  group  project  work  such  articles  as  print-shop  cabinets, 
racks  and  tables,  sewing  and  cutting  tables  for  the  sewing  depart- 
ment, furniture  for  school  offices,  and  lockers,  stain  cabinets  and 
lumber  racks  for  the  shops  are  made.  Work  of  this  order  with  an 
approximate  value  of  $1,306  was  made  during  the  year  1915-16. 
For  all  such  work  undertaken,  a  cutting  bill  is  followed  on  which 
each  pupil  is  given  credit  for  the  work  he  does.  Requests  for 
projects  of  this  type  are  made  to  the  director  of  manual  training, 
who  in  turn  issues  a  work  order  to  the  shop  to  which  the  task  is 
assigned.  This,  with  the  cutting  bill,  gives  the  pupils  an  insight 
into  factory  methods  and  organization.  On  some  projects  made 
for  school  use  where  duplication  exists,  the  entire  class  is  organized 


FINDINGS  AS  TO  SCHOOLS  415 

on  the  factory  plan  and  each  pupil  is  given  his  special  work  to 
perform. 

In  1915-16  the  per  capita  cost  of  instruction  and  supervision  in 

the  6th,  7th  and  8th  grades  was $4.97 

The  per  capita  cost  of  supplies  was ' 1 . 20 

Mechanical  Drawing  (7B-8A  inclusive). 

In  the  regular  manual  training  centers  time  is  taken  from  the 
woodworking  period  to  do  enough  mechanical  drawing  to  enable 
each  pupil  to  understand  the  use  of  mechanical  drawing 
instruments,  and  to  acquire  a  knowledge  of  how  to  read  a  working 
drawing.  In  eight  schools  a  full  ninety-minute  period  of  work  is 
devoted  to  the  study  of  mechanical  drawing,  thus  making  possible 
more  practice  in  technique  and  a  better  understanding  of  the  princi- 
ples of  mechanical  drawing.  A  course  of  study  is  used,  which 
it  is  thought  especially  suits  the  conditions  in  Indianapolis.  In 
this  course  (which  has  been  printed  by  the  boys  in  the  printing 
classes)  the  pupils  are  lead  through  a  series  of  processes  which 
call  not  only  for  hand  skill,  but  for  mental  activity  as  well.  While 
much  experience  is  given  in  the  actual  making  of  drawings, 
special  emphasis  is  also  placed  upon  the  reading  of  blueprints 
for  the  reason  that  so  large  a  per  cent  of  the  industries  of  to-day, 
at  some  time  or  other,  use  this  method  of  imparting  instruction 
to  employees. 

In  1915-16  the  per  capita  cost  for  instruction  and  supervision  in 

the  7th  and  8th  grades  was $4.14 

The  per  capita  cost  of  supplies  was 17 

Printing  (7B-8A  inclusive). 

Much  attention  is  given  to  the  subject  of  printing,  or  more 
correctly  speaking  typography.  In  1915-16j  there  were  eleven 
printing  centers  in  the  grammar  grades.  In  most  centers  a 
period  of  ninety  minutes  per  week  was  devoted  to  the  work. 
There  were  873  pupils  taking  the  work.  Average  number  in  the 
class,  seventeen. 

While  the  aim  of  the  work  can  hardly  be  called  vocational,  it 
approaches  the  prevocational.  Some  of  the  pupils  have  become 
sufficiently  interested  in  it  to  further  their  printing  experience, 
either  in  school,  or  as  apprentices  in  shops.  The  work  done  is  of 
a  practical  nature  and  connects  very  closely  with  the  English, 
history,  mathematics  and  subjects  in  other  departments. 


416  INDIANAPOLIS  VOCATIONAL  SURVEY 

Plans  are  well  under  way  to  undertake  in  connection  with 
the  practice  side  of  printing  a  study  of  the  printing  industry  in 
regard  to  its  scope,  importance  of  the  work,  possibilities  for 
length  of  service  of  the  employees,  their  wages  and  hours  of  labor, 
the  effect  of  the  work  upon  the  workers,  etc.,  with  the  thought 
that  those  pupils  who  become  interested  in  the  art  of  printing 
may  also  know  what  the  field  has  to  offer  as  a  wage-earning 
occupation. 

In  1915-16  the  per  capita  cost  for  instruction  and  supervision  in 

the  7th  and  8th  grades  was $5 . 67 

The  per  capita  cost  of  supplies  was 17 

Shoe  Repairing  (7B-8A  inclusive). 

Shoe  repairing  is  carried  on  in  two  colored  schools.  In  1915-16, 
there  were  seven  classes  with  an  average  of  eighteen  in  each  class. 
Each  pupil  is  taught  to  half-sole,  heel,  sew  and  patch  shoes  of 
all  kinds.  Children  from  other  schools  furnish  cast-off  shoes  to 
the  shoe  repairing  classes.  These  are  repaired  and  sold  to  needy 
pupils  for  the  cost  of  the  material  used.  Seven  hundred  one 
jobs  were  completed  during  the  year  1915-16,  in  all  of  the 
classes.  There  appears  to  be  a  fine  vocational  outlook  for 
colored  boys  in  this  field,  consequently  the  equipment  is  being 
enlarged  to  include  a  sewing  machine  and  power  finisher  for  each 
shoe  repairing  center.  This  will  mean  better  preparation  for 
wage  earning  in  the  shoe  repairing  industry. 

In  1915-16  the  per  capita  cost  of  instruction  and  supervision  was .  .  $1 . 98 

There  was  practically  no  cost  for  supplies.  The  money 
received  for  repaired  shoes  is  turned  back  into  shoe  repairing 
material. 

Miscellaneous. 

Occasionally  the  character  or  grade  of  a  class  is  such  that  the 
regular  manual  training  work  does  not  seem  to  meet  the  needs. 
In  such  cases,  classes  are  formed  in  other  subjects  such  as  pottery, 
bookbinding,  electricity,  chair  caning,  art  metal,  etc.  An  effort 
is  made  to  show  the  relation  of  these  subjects  to  present-day  in- 
dustry, and  make  the  study  of  that  relation  as  important  as  the 
manipulative  or  constructive  side  of  the  work. 

In  electricity,  each  pupil  studies  his  draft,  wires  his  exercise 
according  to  the  draft,  tests  it  out  to  see  that  it  works,  then  makes 
his  own  drawing  of  the  exercises.  Sometimes  this  order  is  re- 


FINDINGS  AS  TO  SCHOOLS  417 

versed.  While  doing  this  he  also  constructs  simple  electrical 
equipment  such  as  push  buttons,  electro  magnets,  buzzers, 
telegraph  instruments,  wireless  instruments,  motors,  etc. 

In  pottery,  demonstrations  are  given  in  casting,  and  throwing 
On  the  potter's  wheel,  but  most  of  the  work  undertaken  by  the 
pupils  is  coiling  by  hand.  Those  pieces  which  are  particularly 
well  made  and  pleasing  in  shape  are  sent  out,  glazed  and  fired. 
A  study  of  the  use  of  clay  in  industry  is  made  in  connection  with 
the  work  of  each  pottery  class. 

The  work  in  the  classes  in  bookbinding  is  for  the  most  part 
organized  around  some  need  of  the  class  or  school.  Record 
books,  composition  books,  clipping  books,  spelling  books,  port- 
folios, etc.,  are  made.  Books  for  postcards,  kodak  prints,  recipes 
and  blueprints  are  made  in  all  5th  year  classes  as  a  part  of  the 
regular  elementary  manual  training  work. 

Owing  to  the  increase  in  the  cost  of  reed  and  raffia  very  little 
has  been  done  in  basketry  in  the  last  two  years.  In  a  few  centers 
prior  to  that  time,  very  creditable  examples  of  woven  and  coiled 
baskets  were  made.  At  this  time  the  only  work  that  is  given  is  in 
connection  with  the  woodworking  in  such  problems  as  lamp 
shades  and  trays.  No  special  emphasis  is  placed  on  the  in- 
dustrial side  of  this  work,  although  the  results  are  checked  up 
against  commercial  products. 

Chair  caning  is  carried  on  intermittently  owing  to  the  fact 
that  it  is  difficult  to  get  a  sufficient  number  of  chairs  needing  re- 
pairs to  supply  the  class.  Chair  caning  on  new  work  as  well  as 
on  repairing  is  done  as  a  part  of  the  bench  work.  Occasionally 
an  entire  class  problem  is  given  in  reseating  or  rebacking  chairs. 

For  numbers  enrolled  in  1915-16,  in  the  above  subjects,  per 
capita  cost,  etc.,  see  accompanying  chart. 

Equipment. 
Rooms. 

The  rooms  used  for  industrial  work  are  distributed  as  follows: 

43  basement  rooms. 

7  first  floor,  regular  building. 

4  second  floor,  regular  building. 

2  portable. 
14  first  floor,  old  dwelling. 

1  second  floor,  old  dwelling. 

71  rooms  used  for  industrial  work. 

6647 — 27 


418  INDIANAPOLIS  VOCATIONAL  SURVEY 

Rooms — Continued. 
29  of  these  rooms  are  devoted  to  bench  work  in  wood. 

1  to  machine  work  in  wood. 

23  to  lumber  storage,  lockers,  assembling  and  wood  finishing. 
4  to  mechanical  drawing. 

12  to  print  shops. 

2  to  shoe  repairing  and  tailoring. 

Mechanical  drawing  as  a  rule  has  been  carried  on  in  the  regular  class- 
room. Unless  the  room  was  used  exclusively  for  mechanical  drawing  it  is 
not  counted  in  the  above  tabulation. 

3  print  shops  have  cement  floors. 

7  woodworking  shops  have  cement  floors. 

The  largest  room  in  which  instruction  in  woodwork  is  carried 
on  has  a  floor  space  of 1 , 752  sq.  ft. 

The  smallest  room 648  sq.  ft. 

Most  of  the  woodworking  shops  average  between750  to. .  .      800  sq.  ft. 

The  largest  print  shop  has  a  floor  space  of 924  sq.  ft. 

The  smallest  print  shop  has 468  sq.  ft. 

All  rooms  have  less  than  maximum  light  area  (1  of  sq.  ft.  floor  space) 

36  of  these  rooms  used  for  instructional  work  are  artificially  lighted. 

12  rooms  used  for  instructional  work  have  natural  light  only. 

15  locker,  lumber  storage,  assembling  and  finishing  rooms  are  without 
artificial  light. 

17  of  the  shops  have  lavatories  in  or  adjacent  to  the  shops. 

31  centers  are  without  lavatories,  (r 

Considering  the  fact  that  43  out  of  the  71  rooms  used  are  basement 
rooms,  the  ventilation  is  good. 

38  rooms  used  for  instructional  work  are  warm  air  or  steam  heated . 

8  rooms  used  for  instructional  work  are  heated  with  stoves. 

Thin  woodwork  tools. 

Since  the  work  is  carried  on  in  a  regular  schoolroom  a  port- 
able equipment  is  necessary. 

65  schools  are  equipped  as  follows :  48  planes. 

1  tool  cabinet.  24  try  squares. 

24  coping  saws.  *  3  try  square  boxes. 
*24  saw  tables.  48  hammers. 

24  clamps.  2  stain  buckets. 

*  3  clamp  racks.  4  stain  brushes. 

24  files.  1  set  of  outlines, 

t  3  file  cases.  2  sets  of  blueprints. 

24  knives.  J  3  loose-leaf  book  backs. 
t  3  knife  cases. 

Cost  of  each  of  the  above  equipments  exclusive  of  the  articles 

made  by  the  pupils $       26 . 00 

Including  equipment  made  by  the  pupils 30 . 00 

Approximate  total  value  of  all  equipment  in  all  schools 1 ,950 . 00 

"Indicates  equipment  made  by  the  boys  In  the  woodworking  classes. 

tlndicates  equipment  made  by  the  girls  in  sewing  classes. 

t  Indicates  equipment  made  by  boys  and  girls  in  special  bookbinding  classes. 


FINDINGS  AS  TO  SCHOOLS 


419 


Bench  work  tools. 

The  equipments  are  with  few  exceptions  the  same  all  over  the 
city.  An  effort  has  been  made  to  equip  each  shop  for  twenty- 
four  boys.  The  individual  bench  equipment  consists  of  the 
following: 


1  bench. 

1  bench  brush. 

1  plane. 

1  try  square. 

1  marking  gauge. 

1  f-inch  chisel. 


1  screw  driver. 
1  knife. 
1  hammer. 
1  back  saw . 
1  rule. 


The  general  tools,  as  follows  are  kept  in  an  open  rack  or  in 
closed  cupboards: 


1  jointer  plane. 

1  plow  plane. 
5  No.  5  planes. 

2  cabinet  scrapers. 
10  spoke  shaves. 

5  ball  pien  hammers. 
1  tack  hammer. 
5  nail  sets. 
10  i-inch  chisels. 

1  each  |,  f,  |,  f ,  |,  1-inch  chisels. 
5  |-inch  gouges. 

2  oil  cans. 

2  India  oil  stones. 
10  wood  files. 
1  file  brush. 
1  monkey-wrench. 
5  bit  braces. 

5  each  i,  f ,  $,  f ,  dowel  bits. 
5  each  No.  4,  No.  5,  No.  6  gimlet 

bits  or  twist  drills  for  wood. 
5  screwdriver  bits. 
5  rose  countersinks. 

1  each  i,  /g,  f,  \,  f,  J,  |,  1  auger 
bits. 

4  2  ft.  metal  rules. 

4  framing  squares. 

5  bevel  squares. 
5  dividers. 

2  turning  saws. 

10  coping  saw  frames. 


1  hack  saw. 
1  keyhole  saw. 
1  tinners  snips. 
1  number  stamp. 
1  metal  file. 
1  cold  chisel. 

5  veining  tools. 

1  veining  tool  slip. 

1  bit  file. 

1  expansive  bit. 

1  gouge  slip. 

1  large  cutting  pliers. 

1  flat-nose  pliers. 

1  pah*  scissors. 

1  emery  wheel  dresser. 
10  mallets. 

1  mitre  box  and  saw. 

8  rip  saws. 

7  cross-cut  saws. 

1  pencil  sharpener. 
30  drawing  boards. 
24  compasses. 

1  hand  drill. 

1  tool  grinder. 

2  18-inch  cabinet  clamps. 

6  38-inch  cabinet  clamps. 
2  72-inch  cabinet  clamps. 
6  10-inch  hand  screws. 

6  12-inch  hand  screws. 
1  round-nose  pliers. 


3  schools  are  equipped  with  1  band  saw  (which  contains  every  possible 
guard)  and  1  speed  lathe. 


420  INDIANAPOLIS  VOCATIONAL  SURVEY 

Bench  Work  Tools — Continued. 

1  school  has  a  pony  planer  and  a  trimmer.     This  machinery  has  not 
been  used  extensively  and  seldom  is  a  pupil  allowed  to  operate  the 
saw,  trimmer  or  planer  without  the  close  supervision  of  the  teacher 
in  charge. 
The  approximate  cost  of  a  complete  bench  work  equipment  as 

stated  above  is $500 . 00 

In  addition  to  the  tool  equipment  each  school  is  equipped  with 
lockers,  stain  tables,  lumber  racks,  nail  and  screw  cabinets, 
etc.,  which  have  been  made  by  the  boys  to  fit  the  available 
space.  It  is  impossible  to  estimate  the  value  of  this  part 
of  the  equipment.  The  material  in  one  of  the  best  of  these 

equipments  cost  about 65 . 00 

The  estimated  value  of  the  finished  product  is  about 1 10 . 00 

Total  value  of  a  typical  bench  work  equipment ; 610 . 00 

Approximate   value   of   all   woodworking   equipment   in   all 

schools 18,400.00 

Mechanical  drawing  equipment. 

Each  woodworking  center  is  equipped  with  twenty-four  sets 
of  the  following: 

1  14-inch  x  18-inch  drawing  board. 

1  maple  T  square. 

1  maple  45  degree  angle. 

1  maple  30-60  degree  angle. 

2  thumb  tacks. 
1  eraser. 

1  hard  pencil. 
1  soft  pencil. 

1  common  pencil  compass. 
Each  pupil  furnishes  his  own  rule. 

3  schools  are  equipped  with  inexpensive  individual  sets  of  drawing 
instruments. 

2  schools  are  equipped  with  mechanical  drawing  tables  made  by  the 
boys  in  the  woodworking  classes. 

1  school  is  equipped  with  mechanical  drawing  tables  purchased. 

The  cost  of  equipping  each  regular  center  for  mechanical  drawing 

exclusive  of  drawing  tables  is  approximately  $18.00. 
Approximate   total   value   of   mechanical   drawing   equipment   in   all 

schools  is  $860. 00. 

Printing. 

The  printing  equipments  are  not  standardized  owing  to  the 
fact  that  the  growth  in  this  department  has  been  slow.  Fifty 
dollars  covered  the  cost  of  installing  the  first  equipment,  which 
consisted  of  nothing  more  than  a  small  hand-lever  press,  a  com- 
posing stone,  a  few  cases  of  type,  sticks,  galleys,  planers,  furniture, 


FINDINGS  AS  TO  SCHOOLS  421 

etc.  Appropriations  for  printing  have  been  increased  at  about  the 
rate  of  $100  per  year  per  center.  The  most  recent  equipments 
have  cost  in  the  neighborhood  of  $400.  This  is  exclusive  of  the 
type  case  stands,  cabinets,  racks,  imposing  tables,  etc.,  which 
have  been  made  in  the  woodworking  classes.  The  best  equipment 
in  the  schools  consists  of  the  following: 

1  8  x  12  press. 
1  lead  and  rule  cutter. 
1  imposing  stone  24  x  36. 
1  imposing  stone  table. 
1  No.  10  font  wood  furniture. 
25  pounds  metal  furniture. 
1  pair  steel  roller  supporters. 
1  non-explosive  benzine  can. 

4  proof  planers. 

1  3  x6  planer. 

2  dozen  quoins. 
1  key  for  quoins. 

1  tympan  gauge  square. 

2  oz.  each  copper  thin  spaces  8, 10, 12, 14, 18,  24. 
1  dozen  gauge  pins. 

30  California  job  cases. 

5  pairs  news  cases. 
1  type  case  cabinet. 

6  brass  plated  galleys  6  x  10. 
24  wood  storage  galleys. 

1  galley  case. 

15  common  screw  composing  sticks  6x2. 
5  common  screw  composing  sticks  8x2. 

1  common  screw  composing  stick  12  x  2. 

2  fonts  6  point  Century  Expanded. 
20  pounds   8  point  Century  Expanded. 
60  pounds  10  point  Century  Expanded. 
20  pounds  12  point  Century  Expanded. 

5  pounds   8  point  Century  Expanded  Italic. 

5  pounds  10  point  Century  Expanded  Italic. 

2  fonts  10  point  Century  Bold. 

2  fonts  12  point  Century  Bold. 

2  fonts  18  point  Century  Bold. 

2  fonts  24  point  Century  Bold. 

1  font  48  point  Century  Bold  condensed.     Caps  only. 

1  font  60  point  Century  Bold,  condensed.     Caps  only. 

1  font  6  point  references  No.  1. 

1  font  8  point  references  No.  1. 

1  pound   8  point  fractions. 

1  pound  10  point  fractions. 

1  gauge  pin  drawer. 
20  pounds   8  point  spaces  and  quads. 
30  pounds  10  point  spaces  and  quads. 


422  INDIANAPOLIS  VOCATIONAL  SURVEY 

Printing — Continued. 

10  pounds  12  point  spaces  and  quads. 
10  pounds  18  point  spaces  and  quads. 

1  font  14  point  spaces  and  quads. 

1  font  24  point  spaces  and  quads. 

1  font  48  point  spaces  and  quads. 

1  font  60  point  spaces  and  quads. 

1  pound  8  point  parenthesis  and  brackets. 

3  extra  rollers. 
12  chase's. 

1  brayer. 

1  wrench. 

1  lead  and  rule  case. 

2  special  cases. 
1  bellows. 

Type  case  stands. 
1  hand  card  cutter, 
paper  case. 

Shoe  Repairing. 

Two  schools  are  equipped  to  do  shoe  repairing. 
The  individual  equipments  consist  of  the  following: 

1  hammer.  1  knife. 

1  stand.  1  peg  awl. 

1  foot.  1  buffer. 

1  emery  strop.  1  rasp. 

1  nipper.  1  sewing  awl. 

GENERAL  TOOLS: 

1  brush.  6  burnishers. 

4  heel  shaves.  6  fore  parts. 

1  punch.  1  kit  lamp. 

1  bottom  set.  1  nail  cutter. 

1  welt  trimmer.  1  goose  last. 

3  stretchers.  1  finisher. 

Power  finishers  have  recently  been  purchased  and  are  now  being  installed 
in  each  shop. 

Cost  of  the  above  equipment  including  finishers $158 . 57 

Work  benches,  stools,  tables,  cupboards,  shelves,  display  rack, 
lap  boards,  etc.,  have  been  made  by  the  boys  in  the  woodworking 

classes  at  a  material  cost  of 1 1 . 00 

The  estimated  commercial  value  of  this  part  of  the  equipment  is      24 . 36 
Total  value  of  each  equipment  is  approximately 183 . 93 


FINDINGS  AS  TO  SCHOOLS 


423 


Electricity. 

One  school  is  equipped  as  follows  for  teaching  the  elements 
of  electricity: 


24  individual  boards. 
24  dry  cells. 

3  Sampson  cells. 

1  gravity  cell. 
18  push  buttons. 
12  bells. 

9  buzzers. 

4  permanent  magnets. 

2  electro  magnets. 

4  annunciators. 
2  telegraph  sets. 
2  telephones. 

24  light  receptacles. 
50  pairs  porcelain  cleats. 
36  porcelain  tubes. 
12  split  knobs. 

7  key  sockets. 

2  pull  chain  sockets. 

2  snap  switches. 

3  knife  switches. 

3  flush  wall  switches. 

5  plug  cut-outs. 

5  pendant  switches. 
24  junction  boxes. 
36  chase  nipples. 

2  side  wall  brackets. 

1  light  fixture. 


2  gang  receptacles. 
1  auto  switch. 

3  armatures. 
1  motor. 

1  pulley. 

50  feet  moulding. 

12  cross  tees  and  elbows. 

24  fitting  couplings. 

Assortment  of  conduit, 
loom,  cable  and  wires. 
24  base  couplings. 

6  knives. 

6  square-nose  pliers. 

6  round-nose  pliers. 

8  side  cutting  plier. 
12  screwdrivers. 

6  claw  hammers. 
10  tack  hammers. 

2  iron  vises. 

3  stilson  wrenches. 
2  wood  braces. 

1  set  auger  bits. 
1  set  gimlet  bits. 

1  pipe  reamer. 

2  hack  saws. 

1  blowtorch. 

2  soldering  irons. 


The  total  value  of  this  equipment  is $110.00 

Pottery. 

Practically  no  special  equipment  is  needed  for  this  work  in 
the  schools  except  the  following: 

Oilcloth  for  protecting  the  desks. 

Pans  for  moulding  the  plaster  of  Paris  bats. 
*Cupboards  for  keeping  the  projects  under  way  moist. 

Jars  for  keeping  the  clay  and  slip. 
*Designing  tools. 

A  Perfection  kiln  is  installed  in  one  of  the  high  schools  where 
all  work  is  glazed  and  fired.  This  equipment  consists  of  the  fol- 
lowing: 


*Made  by  the^boys. 


424 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Pottery — Continued. 
1  perfection  kiln. 
1  glaze  grinder. 
1  motor  for  above  grinder. 
1  pair  of  scales. 
1  set  of  sieves. 

1  assorted  set  of  jars. 

2  oil  storage  cans. 

The  cost  of  this  equipment  is  approximately $250 . 00 

Table  1 — Comparative  Table  of  Manual  Arts  Work  for  Boys. 


Year 
1908-O9 

Year 
1915-16 

Number  of  pupils  receiving  instruction  in  4th  and  5th 
grades  

3  641 

3  938 

Number  of  pupils   receiving  instruction  in   manual 
arts  work  in  6th,  7th  and  8th  grades  

2,441 

4,669 

Number  of  classes  taking  manual  arts  work  in  the  4th 
and  5th  grades  

75 

101 

Number  of  classes  taking  manual  arts  work  in  the  6th, 
7th  and  8th  grades                   .              

138 

409 

Number  of  teachers  employed                 

10 

30 

Number  of  woodworking  centers          

18 

29 

Number  of  mechanical  drawing  centers  

8 

Number  of  printing  centers  

11 

Number  of  shoe  repairing  centers  

1 

2 

Number  of  centers  teaching  electricity  

1 

Cost  of  supplies  for  all  manual  arts  work  for  boys.  . 

$4,707 

$7,653 

Per  capita  cost  of  supplies  in  4th  and  5th  grades.  .  .  . 

$0.32 

$0.44 

Per  capita  cost  of  supplies  in  6th,  7th  and  8th  grades 

$1.16 

$1.27 

Estimated   total  value  of  thin   woodworking  equip- 
ment   

$1  ,087 

$1  ,950 

Estimated    total    value   of   woodworking   equipment 

$7,000 

$18,400 

Estl  mated  total  value  of  mechanical  d  ra  wi  ng  equip  ment 

$25 

$860 

Estimated  total  value  of  printing  equipment  

$5  ,000 

Estimated  total  value  of  electrical,  pottery,  shoe  re- 
pairing, and  bookbinding  equipment  

$300 

$975 

Estimated  total  value  of  all  manual  arts  equipment 
for  boys  

$8,402 

$27,185 

FINDINGS-  AS  TO  SCHOOLS 


425 


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Number  of  pupils  receiving  instruct] 
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Number  of  classes  . 

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426  INDIANAPOLIS  VOCATIONAL  SURVEY 

II.     DOMESTIC  ART  IN  GRADES. 

In  the  general  organization  of  the  work  are  considered: 

Class  management. 

Devices  for  securing  attention. 

Order  of  classroom. 

Class  spirit. 

Economy  of  time. 

Skill  and  rapidity. 

Ventilation,  heating,  lighting. 

Gymnastic  exercises. 

Caring  for  and  distributing  materials. 

Elementary. 

Home  activities.  Compare  home  with  school  activities. 
Class  discussion  of  term  "good  housekeeping"  in  home  and  at 
school — of  being  of  service.  Elementary  study  and  collection  of 
textiles.  Chart  making  showing  raw  material  to  finished  product. 
Transportation  of  raw  materials  and  cloth  from  their  sources  to 
us.  Personal  hygiene  and  hygiene  of  clothing.  Collect  ap- 
propriate pictures,  stories,  etc.  Biography  of  Eli  Whitney, 
Hargreaves,  Arkwright  and  others.  Study  and  use  of  needles, 
thread,  thimble,  scissors,  tapeline  and  ruler.  Application  of 
plain  stitches  or  articles  for  wear  and  for  general  use.  Patching 
and  darning,  hemstitching  and  ornamenting  stitches.  Projects — 
sewing  apron,  flat  pincushion,  towels  hemmed  and  loops  sewed 
on,  drawstring,  bag,  one  breadth  apron,  pillow  case,  laundry  bag, 
sleevelets,  sweeping  cap,  book  cover,  cooking  outfit,  shoe  bag, 
buttonholes,  sewing  on  buttons,  snapper,  hooks  and  eyes.  Christ- 
mas work — tarlatan  stocking  sewed  with  red  floss.  Linen  case 
with  feather  stitching,  hemstitched  towels,  collar  and  cuff  set. 
Instruction  is  given  by  special  teachers  who  visit  once  in  two 
weeks  the  schools  assigned  to  them,  the  regular  grade  teachers 
assisting  them  and  taking  full  charge  of  the  work  in  the  alternate 
week. 

Average  number  of  girls  per  class,  forty.  Time,  ninety 
minutes  per  week. 

Prevocational. 

Continue  work  of  lower  grades.  Collect  fabrics.  Chart 
making  showing  the  result  of  tests  by  wear,  water,  etc.  Advanced 
study  of  textiles.  Excursions  to  department  stores.  Industrial 
excursions.  Business  forms  involved  in  the  manufacture  and 
sale  of  fabrics.  Consideration  of  clothing  worn  in  different 


FINDINGS  AS  TO  SCHOOLS  427 

seasons.  Fall  and  spring  housekeeping  problems.  Dignity  of 
sewing.  Household  and  personal  hygiene.  Samples  of  ma- 
terials for  household  and  personal  use  are  studied,  combined  and 
discussed.  Simple  standards  of  taste  in  dress  are  considered. 
Study  of  dress  through  lantern  slides,  pictures,  visits  to  museums, 
etc.  Study  and  care  of  sewing  machine,  tools,  and  attachments. 
Study  of  commercial  patterns.  Study  and  application  of  seams, 
plackets,  a  few  common  laces  and  embroideries. 

Projects — bloomers,  drawers,  combination  suits,  chemise, 
petticoat,  middy  blouse,  simple  wash  dress,  a  little  millinery. 

Art  needlework  projects — embroidered  bags,  buck  towels  and 
crash  runners  done  in  Swedish  weaving,  cross  stitched  or  darning 
stitch,  hat  and  dress  trimmings,  embroidered  yokes. 

Handloom  weaving. 

Only  such  garments  and  articles  are  made  as  will  be  of  value 
either  to  the  maker  or  to  some  other  member  of  the  family. 

In  the  7th  and  8th  grades  the  weekly  instruction  is  given  by 
the  teachers  belonging  to  the  regular  force  in  each  building,  who 
are  prepared  through  special  training  to  do  the  work. 

Average  number  of  girls  per  class,  seventeen.  Time,  ninety 
minutes  per  week.  For  districts  peculiarly  adapted  to  industrial 
projects,  there  are  given  longer  prevocational  courses  guided  by 
teachers  who  also  belong  to  the  regular  force  in  each  building 
and  who  are  prepared  through  special  training  to  do  the  work. 

Average  number  of  girls  per  class,  fifteen.  Time,  180  minutes 
per  week.  Normal  school  instruction  is  towards  a  general  pre- 
paration for  work  in  elementary  grades. 

Average  number  of  girls  per  class,  twenty-eight.  Time,  120 
minutes  per  week. 

Total  salaries  of  regular  room  teachers $  9 , 288 : 54 

Total  for  direction  and  supervision 9 , 000 . 00 


Grand  total $18,288.54 

Annual  per  capita  cost  instruction  and  supervision $2 . 97 

Annual  per  capita  cost — supplies .32 


Annual  per  capita  cost,   instruction,   supervision  and 

supplies $3 . 29 

III.     EMMERICH  MANUAL  TRAINING  HIGH  SCHOOL. 

When  the  Manual  Training  High  School  was  established  in 
1895,  it  was  not  designed  to  be  either  a  trade  school  or  a  technical 
school.  It  was  the  desire  of  the  promoters  to  found  a  school  that 


428  INDIANAPOLIS  VOCATIONAL  SURVEY 

should  supplement  the  effectiveness  of  the  training  given  in  the 
ordinary  high  school  of  that  day  with  the  discipline  of  mind  and 
hand  provided  through  the  manual  training  subjects.  In  con- 
sequence of  this  a  course  of  study,  full  in  its  content,  including 
both  academic  and  manual  training  subjects  was  laid  out.  And 
the  policy  of  the  school  from  the  beginning  to  make  its  work  as 
practical  as  possible  and  to  fit  the  needs  of  individual  pupils  has 
kept  the  course  of  study  from  becoming  static  and  has  made  easy 
the  introduction  of  new  subjects  whenever  circumstances  warrant- 
ed, as  when  the  Indiana  Centennial  made  a  course  in  Indiana 
history  desirable,  as  when  the  desire  to  co-operate  with  a  store 
opened  the  way  for  salesmanship,  and  as  when  a  group  of  boys 
wanted  applied  electricity.  There  never  has  been  but  one  course 
of  study  offered — a  general  course,  now  embracing  forty-eight 
different  subjects  in  ten  different  major  fields  of  study. 

From  this  general  course  of  study  each  pupil  selects  the  sub- 
jects that  will  help  him  prepare  for  whatever  occupation  he  pro- 
poses to  follow.  Every  half-year  there  is  an  opportunity  given 
the  pupil  to  readjust  himself  should  any  definite  change  in  aim 
develop.  Thus  with  little  loss  of  time  the  boy  who  suddenly 
finds  an  economic  reason  for  modifying  his  self-selected  course 
can  effect  that  modification.  Moreover  this  plan  has  saved  the 
course  of  study  from  the  narrowing  influence  of  ''the  prepara- 
tion for  college"  idea.  That  is  not  the  province  of  the  school. 
It  has  never  attempted  to,  nor  does  it  find  it  necessary,  to  lay  out 
special  courses  that  have  such  an  end  in  view.  Offering  as  it  does 
such  a  sequence  of  studies  in  language,  mathematics,  history  and 
science  that  a  pupil  may  select  from  two  to  four  years'  work  in 
any  of  these  lines,  it  is  easily  possible  for  the  pupil  to  get  the 
necessary  preparation  for  college  entrance  his  aim  in  life  demands. 
In  the  same  way  the  pupil  whose  aim  in  life  does  not  demand 
preparation  for  college  can  select  from  these  same  fields  of  study, 
and  in  addition  from  freehand  and  mechanical  drawing,  shop 
work,  household  arts  subjects,  and  commercial  subjects,  one,  two, 
three  or  four  years  of  work,  five  days  a  week  to  prepare  him  for 
his  chosen  occupation  upon  leaving  high  school. 

Thus  the  content  of  the  course  of  study  is  rich  and  practical 
and  is  administered  with  the  sole  idea  of  meeting  the  needs  of  the 
pupil  as  he  and  his  parents  see  them.  This  end  is  furthered  by 
i  the  flexibility  of  the  course  due  to  the  fact  that  promotion  is  by 
subjects  and  all  subjects  are  elective. 

There  is  no  fixed  program.     Instead  each  half-year  a  new  one 


FINDINGS  AS  TO  SCHOOLS  429 

based  upon  the  needs  of  the  pupils  for  that  half-year  is  made  up. 
In  this  way  any  reasonable  readjustment  of  time  or  school  hours 
can  be  made  to  help  a  pupil  carry  out  his  plans  for  preparing  for 
his  career.  The  heaviest  limitation  upon  doing  this  is  the  un- 
certainty of  parents  and  pupils  as  to  what  they  want. 

Methods  of  Instruction. 

Throughout  the  school  all  subjects  under  consideration  in  this 
report  are  taught  on  the  laboratory  plan.  In  the  shops  this 
means  a  double  recitation  period  is  used  and  that  after  preliminary 
general  instruction  upon  and  demonstration  of  fundamental 
principles,  individual  instruction  is  given  as  needed.  Teachers 
are  employed  who  have  a  practical  knowledge  of  and  experience 
in  the  work  they  teach  so  that  the  use  of  textbooks  is  rarely 
of  advantage,  except  as  references. 

The  number  of  exercises  designed  to  give  skill  in  the  handling 
of  tools  is  reduced  to  the  minimum  and  the  pupil  is  set  to  work 
upon  a  project  for  his  own  use  or  for  the  school  as  soon  as  possible. 
These  projects  vary  in  degree  of  simplicity  according  to  the  age, 
skill,  and  experience  of  the  pupils  (See  report  on  the  nature  of 
the  product). 

In  sewing  and  cooking  the  same  methods  prevail.  As  soon  as 
possible  garments  are  made  and  worn  and  meals  cooked  to  be 
eaten  in  school  and  at  home. 

In  freehand  drawing  the  same  general  plan  of  individual 
laboratory  instruction  is  followed.  Here  in  certain  classes  the 
work  is  correlated  with  the  work  in  sewing  and  in  the  shops. 
Designs  are  made  to  be  executed  in  the  sewing  room  or  shop. 

In  mechanical  drawing  the  same  plan  holds  except  that  the 
single  recitation  period  is  used.  Similar  practical  outlets  for 
the  work  are  furnished  as  soon  as  possible.  For  instance,  the 
'  furniture  designs  come  up  from  the  shop  design  classes  to  be  put 
into  complete  working  drawing  form  in  blueprint  for  the  boys 
who  are  to  construct  the  pieces  in  the  shops. 

In  the  commercial  subjects  the  same  method  and  the  single 
period  is  used.  Here  the  practical  work  consists  of  typing  for 
teachers  and  the  school,  taking  practical  dictation  of  letters  and 
speeches,  keeping  the  lunch  room  accounts,  and  for  advanced 
pupils  of  actual  office  experience  outside  the  school  when  occasion 
offers. 


430  INDIANAPOLIS  VOCATIONAL  SURVEY 

Nature  of  the  Product. 

The  Emmerich  Manual  Training  High  School  is  not  a  trade 
school  able  to  turn  out  a  commercial  product.  Therefore  its 
product  can  only  be  the  individual  and  class  projects  which  form 
the  basis  of  the  pupil's  work.  All  of  these  projects  are  practical 
and  useful  but  are  individual.  No  attempt,  for  instance,  has  been 
made  to  manufacture  for  sale  things  like  chairs  or  tables. 

In  the  woodshop  the  pupils  furnish  their  own  lumber  and  build 
for  their  own  use  pieces  of  furniture  such  as  tables,  desks,  chairs, 
porch  swings,  cedar  chests,  etc.  When  jobs  are  done  for  the  school 
the  material  is  furnished  by  it.  Such  work  consists  of  making 
furniture  like  coat  lockers,  librarian's  desk,  bookcases  and  of 
repair  work.  In  the  forge  shop  school  repairs  and  forgings  needed 
for  other  school  departments  are  made.  The  individual  projects 
are  pieces  of  ornamental  iron  work. 

Patterns  for  machines  and  parts  needed  in  the  school  are  made 
and  are  then  cast  in  the  foundry  and  finished  in  the  machine  shop. 
Thus  many  lathes  for  the  woodshop  have  been  constructed. 
Wood  trimmers  and  drill  presses  have  been  built.  Repair  parts 
for  different  machines  have  been  constructed.  Elsewhere  is 
given  a  list  showing  the  kind  and  number  of  articles  made. 

Wherever  blueprints  are  needed  for  the  shop  problems  they  are 
made  from  drawings  in  the  mechanical  department. 

In  sewing  the  product  consists  chiefly  of  usable  articles  of 
wearing  apparel.  In  .the  various  courses  there  is  the  opportunity 
to  make  a  complete  outfit  of  underwear,  a  shirt  waist,  a  cotton 
dress,  a  silk  waist,  a  wool  dress  and  a  hat.  Remodeling  garments 
brought  from  home  and  the  making  of  garments  to  order  in  the 
trade  dressmaking  class  are  problems  of  a  different  sort.  Table 
cloths,  napkins  and  towels  are  made  for  the  use  of  the  cooking 
classes. 

Equipment. 

When  it  is  understood  that  most  of  the  machine  equipment  in 
the  school  has  been  in  use  over  twenty  years  and  that  rapid  im- 
provements have  been  made  in  machinery  in  recent  years,  it  is 
apparent  that  the  machine  equipment  is  out  of  date  when  judged 
by  the  standards  of  a  production  shop.  Therefore  if  the  Survey 
is  going  to  point  the  way  to  close  co-operation  with  the  varied 
industries  of  the  city,  the  shop  equipment  of  the  school  will  need 
to  be  modernized  to  enable  it  to  do  most  efficiently  the  work  that 
it  ought  to  do.  How  inadequate  the  equipment  will  be  to  meet 


FINDINGS  AS  TO  SCHOOLS  431 

this  situation  can  not  now  be  foretold.  What  changes  can  be 
made  will  depend  upon  what  co-operation  with  industry  is  set 
up,  how  extensive  a  training  is  to  be  offered,  and  the-  amount  of 
money  available  to  install  the  new  lines  of  work.  It  goes  with- 
out saying  that  any  school  twenty  years  old  is  inadequately 
equipped  to  do  work  up  to  the  standard  of  a  modern,  progressive 
production  shop. 

Even  for  the  work  as  now  conducted  some  new  equipment 
would  add  to  the  completeness  and  practicalness  of  the  instruc- 
tion. The  drawing  rooms  need  a  plainmeter,  a  filing  case  for 
blueprints,  and  more  adequate  washing  and  drying  facilities. 
The  wood  shop  ought  to  have  an  adequate  exhaust  system  to 
remove  the  dust  from  the  machines.  A  tenoning  machine,  a 
power  feed  sander,  a  rapid  tool  grinder  and  a  bench  jointer  should 
be  added  to  the  equipment.  The  machine  shop  needs  a  universal 
grinding  machine,  a  tool  and  cutter  grinder,  a  radial  drill,  a  more 
efficient  power  hacksaw,  and  a  time  clock.  In  all  the  shop  and 
drawing  rooms  a  better  system  and  distribution  of  light  is  needed. 
There  should  be  provision  for  shop  lectures  with  the  lantern  in 
connection  with  the  shop.  Now  the  classes  have  to  be  taken  to 
the  other  end  of  the  house  for  such  exercises.  Consequently  the 
lectures  can  not  always  be  given  when  needed. 

For  the  girls'  work  better  fitting  rooms  and  fixtures,  a  dining 
room,  a  flat  for  the  housekeeping,  decoration  and  furnishing 
courses,  a  laundry,  are  some  of  the  needs  not  now  supplied.  In 
the  drawing  rooms  storage  space  under  lock  and  key.  Neither 
teachers  or  pupils  now  have  adequate  means  for  taking  care  of 
their  own  property  needed  in  their  work.  The  drawing  board 
racks  are  obsolete  and  outworn.  All  such  racks  are  uncovered 
admitting  dust  and  dirt  to  the  drawings  attached 'to  the  boards 
within.  More  room  is  needed,  as  building  changes  have  killed 
the  light  in  one  room  and  the  artificial  lighting  is  inadequate. 

For  the  commercial  department  a  billing  machine,  a  mimeo- 
graph, a  dictaphone,  a  comptometer,  and  a  filing  system  are 
needed.  These  machines  added  to  the  present  equipment  would 
enable  the  school  to  give  instruction  in  the  use  of  the  most  com- 
mon office  appliances. 

Purpose  of  the  Course. 

On  the  manual  training  side  of  the  school  the  purpose  of  the 
course  is  to  give  the  pupil  a  wide  range  of  prevocational  experi- 
ence to  fit  him  better  to  find  his  own  career.  As  the  shop  course 


432 


INDIANAPOLIS  VOCATIONAL  SURVEY 


gives  glimpses  of  at  least  twenty  different  vocations  the  value  of 
this  purpose  is  apparent.  In  the  commercial  and  homemaking 
and  drawing  subjects  the  purpose  is  much  more  nearly  vocational 
in  the  strict  sense. 

Amount  of  Time  Devoted. 

The  amount  of  time  devoted  to  each  of  the  subjects  under 
consideration  is  shown  in  the  table  that  follows.  It  also  appears 
on  the  charts  submitted  by  the  school. 


SUBJECTS 

Net  Time 
A  Day 
Minutes. 

Number 
Days  Per 
Week. 

Number 
Weeks  In 
Course. 

MANUAL  TRAINING  SUBJECTS 
Shop  

80 

5 

144 

Mechanical  drawing  

40 

5 

108 

Freehand    drawing   for   shop 
boys  

40 

5 

36 

Freehand   drawing  for  other 
pupils.  . 

80 

5 

144 

Sewing,  including  millinery  .  .  . 
Cooking  

80 
80 

5 
5 

90 

72 

COMMERCIAL  SUBJECTS 
Bookkeeping  

40 

5 

72 

Business  law  

40 

5 

18 

Commercial  arithmetic  

40 

5 

18 

Stenography  

40 

5 

90 

Typewriting  

40 

5 

90 

Stenotype  

40 

5 

54 

ACADEMIC  SUBJECTS 
All  subjects  

40 

5 

Minimum  18 

to  144 
Maximum 

IV.     EMMERICH  MANUAL  TRAINING  EVENING  HIGH  SCHOOL. 

The  work  offered  in  the  evening  school  is  roughly  grouped 
under  four  heads:  Academic,  commercial,  vocational  and 
English  for  foreigners. 

The  academic  courses  are  listed  as  the  regular  high  school 
subjects  not  including  the  commercial  or  vocational  subjects. 
At  present  there  are  classes  in  three  grades  of  English,  three 
grades  of  mathematics,  two  grades  of  history  and  one  in  Spanish. 
Any  high  school  subject  will  be  offered  for  which  there  is  sufficient 
demand. 


FINDINGS  AS  TO  SCHOOLS  433 

The  commercial  courses  include  the  usual  commercial  subjects 
such  as  bookkeeping,  stenography,  business  English,  stenotypy, 
commercial  arithmetic  and  commercial  law.  While  these  courses 
receive  regular  high  school  credit  just  as  the  academic  subjects, 
yet  the  students  in  the  former,  for  the  most  part,  are  working 
toward  their  high  school  diplomas  or  are  getting  credits  to  meet 
the  demands  of  some  specialized  school  they  wish  to  attend. 
On  the  other  hand,  the  students  in  the  commercial  classes  are 
there  because  they  need  that  type  of  work  in  their  daily  occupa- 
tion or  they  are  making  definite  preparation  for  a  position  that 
demands  this  type  of  training.  As  a  whole  they  are  not  expecting 
school  credit. 

The  vocational  classes  spend  the  entire  two  hours  on  one  kind 
of  work.  The  work  as  a  whole  is  divided  into  units  of  a  specified 
number  of  lessons  in  topics  related  to  the  vocation.  These  classes 
are  for  men  already  engaged  during  the  day  in  the  lines  of  work 
they  study  at  night.  Classes  are  now  organized  for  the  following 
workers:  Machine-shop  workers,  draftsmen,  painters,  steam- 
fitters,  steam  engineers,  telephone  workers,  mechanical  engineers, 
electrical  engineers,  plumbers  and  industrial  chemists.  For 
women  there  are  courses  in  home  sewing  and  dressmaking  and 
cooking. 

These  classes  are  all  scheduled  to  meet  the  State  requirements 
and  to  receive  State  aid.  The  number  of  nights  the  classes  meet 
varies,  some  meeting  three,  some  two  and  some  only  one.  For 
the  most  part  these  classes  are  taught  by  experts  engaged  in 
industrial  work  during  the  day. 

Besides  these  classes  there  are  three  classes  of  a  vocational 
nature  that  are  not  scheduled  to  receive  State  aid.  One  is  a  class 
in  general  mechanical  drawing,  another  is  in  the  elements  of  elec- 
tricity and  the  third  in  forging  which  leads  into  the  machine  shop. 

The  school  has  always  maintained  English  courses  for  foreign- 
ers. There  are  at  present  three  such  classes,  a  beginning  and  an 
advanced  class;  the  third  is  made  up  of  those  foreigners  that  are 
definitely  preparing  for  citizenship  and  are  expecting  to  apply  for 
their  second  papers  soon. 

Courses  Offered  in  the  Evening  at   the  Emmerich  Manual 
Training  High  School,  December,  1916. 

VOCATIONAL  CLASSES  FOR  MEN 

Drafting.  Plumbing. 

Electrical  engineering.  Steam  engineering. 

Industrial  chemistry.  Steamfitting. 

Machine  shop  practice.  Telephony. 

6647—28 


434  INDIANAPOLIS  VOCATIONAL  SURVEY 

VOCATIONAL  CLASSES  FOR  WOMEN 

Cooking.  Home  sewing  and  dressmaking. 

ACADEMIC  CLASSES 

English — three  grades.  Mathematics — three  grades. 

History — two  grades.  Spanish — one  grade. 

COMMERCIAL  CLASSES 

Bookkeeping.  Commercial  law. 

Business  English.  Stenography. 

Commercial  arithmetic.  Stenotypy. 

V.     ARRANGEMENT  AND  EQUIPMENT  OF  THE  SHOP  DEPART- 
MENT OF  THE  EMMERICH  MANUAL  TRAINING 
HIGH  SCHOOL. 

The  building  of  the  Emmerich  Manual  Training  High  School 
is  so  constructed  on  a  triangular  plat  of  ground  that  the  shops 
and  mechanical  drawing  rooms  are  closely  related,  and  at  the 
same  time  are  far  enough  removed  from  the  academic  rooms  that 
the  noise  and  vibration  caused  by  the  machinery  in  no  way  in- 
terferes with  the  academic  work. 

The  general  arrangement.  On  the  second  floor  of  the  shop 
end  of  the  building  is  located  the  woodworking  department 
divided  into  six  rooms  as  follows:  Joinery 'and  woodturning, 
two  rooms;  cabinet-making,  two  rooms;  patternmaking,  one  room, 
and  a  mill  room.  On  the  third  floor  are  three  mechanical  draw- 
ing rooms,  while  on  the  ground  floor  are  located  the  forge  shop, 
foundry,  machine  shop  and  garage. 

Joinery  and  wood  turning.  Each  of  the  two  rooms  used  for 
this  work  is  equipped  with  twelve  heavy  double  benches  of  special 
.design  on  which  are  mounted  twenty-four  lathes.  On  the  joinery 
side  of  the  bench  is  a  bench  stop,  a  rapid  acting  vise,  general  tool 
drawer  and  four  individual  drawers  with  locks.  In  the  general 
tool  drawer  are  kept  the  general  tools  which  all  pupils  working 
at  that  bench  use  in  common.  The  equipment  is  as  follows: 

1  jack  plane  15  inch  x  2  inch. 

1  smooth  plane  9  inch  x  2  inch. 

1 12-inch  back  saw. 

1  8-inch  try  square. 

1  8-inch  gauge. 

1 10-inch  bevel. 

1  5-inch  outside  caliper. 

1 5-inch  inside  caliper. 

1 6-inch  dividers. 
1  6-inch  screwdriver. 


FINDINGS  AS  TO  SCHOOLS  435 

1  hammer,  rule,  mallet,  slip  stone,  and  oilstone.       In  the  individual 
drawers  each  pupil  keeps  his  shop  clothes  and  has  for  his  own  use: 
1  jack  plane  iron. 
1  smooth  plane  iron. 
3  chisels,  J  inch,  £  inch  and  £  inch. 

For  these  edge  tools  the  pupil  is  held  individually  responsible, 
and  is  taught  to  keep  them  sharp  and  in  working  condition.     On^ 
the  turning  side  of  the  bench  are  four  individual  drawers  contain- 
ing the  following  turning  tools: 

1  1  J-inch  gouge.  If-inchskew. 

1  f-inch  gouge.  1  f-inch  round  scraper. 

1  1-inch  skew.  1  f-square  scraper. 

In  connection  with  the  lathe  and  bench  are  kept  an  oilstone 
and  counter  brush.  Glue  heaters,  clamps,  cross  cut  and  rip  saws, 
framing  squares,  bits,  bit  braces,  etc.,  go  to  make  up  the  special 
equipment  in  the  room.  The  special  tools  are  kept  in  a  wall 
cabinet. 

Cabinet-making.  Each  cabinet-making  room  is  equipped  with 
twelve  specially  designed,  extra  heavy,  double  work  benches.  On 
each  side  of  these  benches  is  a  bench  stop,  rapid  acting  vise,  cup- 
board, and  four  individual  drawers.  In  each  cupboard  are  kept 
the  general  tools  which  all  pupils  working  at  that  bench  use  in 
common  and  are  practically  the  same  as  those  found  in  the  general 
tool  drawer  of  the  joinery  and  wood-turning  rooms.  In  the 
individual  drawers  each  pupil  keeps  his  shop  clothes,  plane  irons 
and  chisels,  as  in  joinery  and  wood  turning,  and  is  held  responsible 
for  the  condition  of  the  tools.  In  one  of  the  rooms  and  quite 
accessible  to  the  other,  is  a  hollow  chisel  mortiser  for  the  use  of 
the  cabinet-making  classes.  Glue  pots,  cabinetmakers  clamps, 
hand  clamps,  scrapers,  cross-cut  and  rip  saws,  miter  boxes,  jointer 
planes,  bits,  bit  braces,  etc.,  make  up  the  special  tools  found  in 
the  room.  These  special  tools  being  kept  in  a  wall  cabinet. 

Pattern-making.  The  pattern  shop  contains  twenty  benches 
and  twenty  small  lathes  fitted  with  tools  practically  the  same  as 
those  in  the  turning  classes.  There  are  also  for  general  use  two 
chuck  lathes  (24-inch  swing),  drill  press,  universal  trimmer,  glue 
heater  and  clamps.  Special  tools  as  core  box  planes,  gouges, 
chisels,  routers,  etc.,  are  kept  in  a  wall  case  and  may  be  used  by 
the  pupils  as  occasion  demands.  The  pattern-making  classes 
also  have  access  to  the  band  saw,  jointer  and  such  other  ma- 
chines in  the  mill  room  as  will  aid  them  in  the  construction  of  the 
larger  and  more  difficult  patterns. 


436  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  mill  room.  This  room  is  conveniently  located  for  all  the 
woodworking  rooms  and  contains  the  following  machines: 

1  24-inch  planer.  1  jointer. 

1  rip  saw.  1  drum  and  disk  sander. 

1  universal  saw  bench.  1  patternmaker's  lathe  with  7  ft. 

1  band  saw.  bed. 

1  jig  saw.  1  planer  knife  grinder. 

Besides  the  above  machines  there  is  in  the  room  a  lumber 
rack  for  the  convenient  storage  of  between  six  and  eight  thousand 
feet  of  lumber.  It  is  the  policy  of  the  school  to  keep  this  room 
in  charge  of  a  mill  man,  and  to  make  it  possible  for  the  wood- 
working pupils  to  be  his  helpers,  and  to  get  as  much  experience 
as  possible  in  operating  the  different  machines. 

Mechanical  drawing.  The  entire  third  floor  of  the  shop 
section  of  the  building  is  devoted  to  mechanical  drawing.  It 
consists  of  three  large,  well-lighted  classrooms,  and  one  smaller 
room  devoted  to  blueprinting.  The  equipment  of  each  of  the 
drawing  rooms  is  as  follows: 

23  combination  desks,  with  8  individual  drawers,  and  8  drawing  boards. 

23  T  squares. 

23  sets  of  drawing  instruments. 

(Note — The  pupil  furnishes  his  scale,  triangles  and  pencils.) 

1  cabinet  with  instructor's  locker,  for  storing  supplies,  finished  drawings, 

etc.    ~ 

1  instructor's  desk. 
1  large  mounted  drafting  table  with  parallel  attachment. 

The  blueprinting  room  contains  a  large  Wagenhorst  electric 
blueprinting  machine  and  washing  and  drying  facilities. 

Forging.  The  forging  department  consists  of  one  large  room 
equipped  with  fifty  down-draft  forges  and  150-pound  anvils. 
At  each  forge  is: 

1  hammer.  1  i-inch  top  and  bottom  fuller. 

1  assortment  of  tongs.  1  f-inch  top  and  bottom  fuller. 

1  hot  chisel.  1  steel  square. 

1  set  hammer.  1  hardy. 

1  flatter.  1  assortment  of  hand  punches. 

1  i-mch  top  and  bottom  swage.  Fire  shovel  and  poker. 

1  i-inch  top  and  bottom  swage. 


FINDINGS  AS  TO  SCHOOLS 


437 


The  shop  is  further  equipped   with: 


1  motor  drive  drill  press. 
1  electric  emery  grinder. 
1  steam  hammer. 
1  lever  shears. 

Work  benches. 
12  vises. 


Iron  rack. 

Sledges  of  various  weights. 

An  assortment  of  top  and  bottom 

swages. 

Top  and  bottom  fullers. 
Heading  tools. 


Hot  and  cold  chisels,  flatters,  drifts,  etc. 


In  a  case  are  kept  special  wrenches,  hammers,  rivets,  drills, 
clamps,  materials  for  casehardening  and  many  other  minor 
things  essential  to  a  forge  room. 

Foundry.  The  foundry  is  equipped  with  twenty  specially 
designed  wall  moulding  benches,  each  having  the  following 
equipment : 


1  moulder's  shovel. 

1  rammer. 

1  strike  bar. 

1  bellows. 

1  riddle. 

1  vent  wire. 

1  slick. 


1  trowel. 
1  sprue  pin. 
1  gate  cutter. 
1  draw  spike. 
1  rapping  iron. 
1  sop  dish. 


The  room  equipment  consists  of: 


Sand  for  brass  and  iron  castings. 

1-No.  1  Whiting  cupola. 

1  blast  fan. 

1  brass  furnace. 

1  half-round  core  oven. 

1  moulding  press. 

1  24-inch  diameter  rattler. 


1  large  and  small  emery  stand. 
1  chipping  bench. 
3  heavy  vises. 
1  core  bench. 

1 900-pound     capacity,     3    150- 
pound  capacity,   3   100-pound 
capacity  steel  ladles  with  shank. 
1  chain  hoist. 

65-12-inch  x  14-inch  pressed  steel  flasks. 
7-18-inch  round  steel  flasks. 
2-14-inch  round  steel  flasks. 
2-12-inch  x  24-inch  pressed  steel  flasks, 
1-5-ft.  x  15-inch  pressed  steel  flasks. 
1-3-ft.  x  12-inch  pressed  steel  flasks. 

Thirty  odd-size  wooden  flasks  for  special  jobs  and  200  flask 
clamps.  For  miscellaneous  work  there  are  hammers,  cold  chisels, 
wire  brushes,  files,  hand  saws,  hack  saws,  etc.  The  core  making 
and  pattern  storage  room  and  the  foundry  are  practically  one 
room. 


438  INDIANAPOLIS  VOCATIONAL  SURVEY 

Machine  shop.     The  equipment  of  this  department  consists  of: 

1  18-inch,  2  16-inch,  and  11  14-inch  engine  lathes. 

2  speed  lathes.  1  dry  emery  grinder. 
1  No.  li  universal  milling  machine.        1  arbor  press. 

1  No.  1J  plain  milling  machine.  1  power  hack  saw. 

2  16-inch  shapers.  1  gas  forge  and  anvil. 

1  planer  2  f t.  x  2  ft.  x  6  ft.  bed.  31  chucks  of  various  sizes  and 

1  28-inch  drill  press.  kinds. 

2  speed  drills.  1  long  wall  bench  with  15  heavy 
1  double  wet  tool  grinder.  vises. 

1  cutter  and  reamer  grinder. 

In  the  tool  room  are  kept  the  individual  tool  sets  as  well  as  the 
small  tools  used  on  and  about  the  machines.  Following  is  a 
partial  list  of  some  of  the  more  important  small  tools  as: 

20  hand  reamers  J-inch  to  l$-inch. 

25  miscellaneous  Armstrong  tool  holders. 

50  drills  J-inch  to  1  J-inch. 

1  set  of  drills  No.  1  to  No.  60. 
65  mandrels  J-inch  to  1^-inch. 
Assortment  of  milling  cutters. 

1  set  of  end  mills. 

Assortment  of  gear  cutters. 

1  set  of  machinist's  hand  taps  and  dies  J-inch  to  f-inch. 

1  set  of  Woodruff  keyseat  cutters. 

1  set  of  taper  pin  reamers. 

4  12-inch  steel  rules. 

Monkey  wrenches  6-inch  to  18-inch. 

Pipe  wrenches. 

Surface  gauge. 

Large  inside  and  outside  calipers. 

3-inch-6-inch  and  12-inch  machinists  steel  squares. 

Special  forged  boring  and  threading  tools,  files,  cold  chisels,  punches, 
screwdrivers,  lathe  dogs,  outside  micrometer  calipers  1-inch  to  6-inch,  in 
micrometer  calipers  2^-inch  to  12-inch. 

Breast  drills,  hack  saw  frames,  and  clipper  belt  lacer. 

There  are  100  individual  tool  sets  used  by  the  day  and  evening 
pupils,  each  set  containing  a  machinist  hammer,  centerpunch, 
dividers,  inside  calipers,  outside  calipers,  center  gauge  and  a 
4-inch  steel  rule. 

Automobile  construction  and  repair.  The  school  has  done  very 
little  in  this  line  of  work  and  it  is  just  beginning  to  have  a  fairly 
well  established  place  in  the  shop  course.  Although  the  boys  in 
the  machine  shop  have  been  making  gasoline  engines  for  a  number 
of  years,  little  attempt  was  made  to  give  instruction  in  the  applica- 
tion of  the  gas  engine  to  the  automobile.  While  the  garage  is 
limited  in  size,  yet  it  is  large  enough  for  one  machine  and  with 


FINDINGS  AS  TO  SCHOOLS  439 

room  for  the  pupils  to  work  around  it  and  get  the  practical  ex- 
perience along  with  the  theoretical.  The  room  contains  a  work 
bench,  vise  and  five  drawers  in  which  to  store  the  smaller  parts 
of  a  dismantled  machine.  The  smaller  tools  consist  of  an  assort- 
ment of  wrenches,  hammers,  screw  drivers,  etc.  The  machine 
and  forge  shops  are  convenient  for  whatever  work  it  may  be 
necessary  to  do  in  these  departments  when  making  repairs  on  an 
automobile. 

In  the  woodworking  rooms  and  in  the  forge  shop  are  seats  on 
which  the  pupils  may  be  assembled  when  the  instructor  wishes  to 
give  a  demonstration  or  special  class  or  group  instruction. 

Through  the  various  departments  as  equipped  the  school 
offers  the  pupils  an  insight  into  and  an  opportunity  to  try  himself 
out  in  a  number  of  vocations.  The  opportunities  are  equally 
good  for  the  wage-earner  through  the  evening  school  and  part- 
time  instruction. 

VI.  COURSES  OF  STUDY. 
Shop  Work  for  Boys. 

Content  of  the  Course  of  Study  as  now  given  (September, 
1916-January,  1917.) 

First  year  high  school — 

a.  First  Semester: 

Joinery first        9  weeks-80  min.  per  day,  5  days  per  week. 

Wood- turning. .  .  .  second  9  weeks-80  min.  per  day,  5  days  per  week. 

Freehand  drawing  1 18  weeks-40  min.  per  day,  5  days  per  week. 

3  to  4  academic  subjects 

each  day 18  weeks-40  min.  per  day,  5  days  per  week. 

b.  Second  Semester: 

Cabinet-making 18  weeks-80  min.  per  day,  5  days  per  week. 

Freehand  drawing  II 18  weeks-40  min.  per  day,  5  days  per  week. 

3  to  4  academic  subjects 

each  day 18  weeks-40  min.  per  day,  5  days  per  week. 

Woodworking. 

FIRST  SEMESTER. 

The  first  nine  weeks  of  shop  work  are  devoted  to  teaching  how 
to  use,  sharpen  and  care  for  a  few  typical  wood  joints  used  in 
furniture  construction  and  frame  structures.  Those  pupils  who 
show  a  knowledge  of  woodworking  tools  and  how  to  handle  them 
may  be  excused  from  the  above  elementary  pieces  and  work  on 
special  jobs  for  the  school.  Practically  all  the  work  to  be  done 
by  hand. 


440  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  second  nine  weeks  are  devoted  to  the  care  and  running  of 
some  simple  machine  as  the  wood-turning  lathe.  In  this  connec- 
tion the  pupil  is  taught  how  to  sharpen  and  use  wood-turning 
tools. 

Woodworking. 

SECOND  SEMESTER. 

This  semester  is  devoted  to  cabinet-making.  At  this  time  the 
pupil  has  the  opportunity  to  combine,  if  he  care  to  do  so,  wood 
turning  and  joinery  in  the  making  of  some  piece  of  furniture  he 
designed  in  the  freehand  drawing  department.  If  he  does  not 
care  to  purchase  the  material  and  build  a  piece  of  furniture  for 
use  in  his  home,  he  will  be  furnished  material  to  make  something 
for  the  school.  In  the  cabinetwork  the  pupil  has  access  to  a 
hollow  chisel  mortiser,  and  a  drum  and  disc  sander.  When  the 
nature  of  the  work  calls  for  the  use  of  other  machines  as  rip  saw, 
cut  off  saw,  planer,  jointer,  etc.,  he  is  given  an  order  to  go  to  the 
mill  room  and  there  the  mill-man  will  do  the  work  for  him.  If 
the  mill-man  finds  the  boy  is  skilled  enough  to  do  some  or  all  of 
this  work,  he  will  allow  him  to  do  the  work  under  his  direction. 

Freehand  Drawing  I  and  II. 

In  the  freehand  drawing  classes  I  and  II,  instruction  is  given 
the  first-year  pupils  regarding  the  fundamental  principles  under- 
lying freehand  drawing.  This  elementary  work  is  followed  by 
the  pupil  designing  the  piece  or  pieces  he  expects  to  make  in  the 
wood  shop. 

Second  year  high  school — 

a.  First  Semester. 

*Forging  1 18  weeks-80  min.  per  day,  5  days  per  week. 

Mechanical  drawing  I ....  18  weeks-40  min.  per  day,  5  days  per  week. 
3  to  4  academic  subjects 

each  day 18  weeks-40  min.  per  day,  5  days  per  week. 

b.  Second  Semester: 

*Forging  II f.  .  18  weeks-80  min.  per  day,  5  days  per  week. 

Mechanical  drawing  II ...  18  weeks-40  min.  per  day,  5  days  per  week. 
3  or  4  academic  subjects 

each  day 18  weeks-40  min.  per  day,  5  days  per  week. 


*Owing  to  the  large  number  of  pupils  In  Forging  I  and  II  it  Is  necessary 
to  divide  the  class  Into  sections.  This  makes  It  impossible  to  give  the 
full  time  indicated. 


FINDINGS  AS  TO  SCHOOLS  441 

Forging  I. 

FIRST  SEMESTER. 

Forging  I.  Instruction  is  given  in  the  management  of  the 
forge  building  and  care  of  the  fire,  the  different  kinds  of  fuel,  care 
and  use  of  tools,  characteristics  of  iron  and  steel,  welding,  etc. 
In  connection  with  the  instruction  just  mentioned  simple  exercises 
are  made  as  staples,  hooks,  hasps,  eye  bolts  and  such  other  pieces 
as  may  be  useful  to  the  pupil  or  school. 

Mechanical  Drawing  I. 

Such  work  is  given  as  will  give  the  pupil  experience  in  the  use 
of  the  triangles,  T  square  scale,  lettering,  drawing  of  simple 
pieces,  use  and  care  of  the  instruments  and  knowledge  of  draw- 
ing room  standard. 

Forging  II. 

SECOND  SEMESTER. 

In  the  more  advanced  work  demonstration  talks  are  given 
on  the  management  of  steel  in  the  forge  fire,  tempering,  case- 
hardening  and  annealing.  The  work  consists  in  making  tongs, 
special  tools,  wrought  iron  and  art  metal  pieces. 

Mechanical  Drawing  II. 

Mechanical  drawing  II  is  a  continuation  of  I,  with  the  addi- 
tion of  such  problems  as  the  construction  of  a  helix,  ellipse,  draw- 
ing from  sketches  (teacher  to  supply  sketch)  and  objects,  and  a 
standard  representation  of  bolts,  nuts  and  threads. 

Third  Year  High  School — 

a.  First  Semester: 

Pattern-making  1 18  weeks-80  min.  per  day,  5  days  per  week. 

Foundry  practice  1 18  weeks-80  min.  per  day,  5  days  per  week. 

Mechanical  drawing  III . .  18  weeks-40  min.  per  day,  5  days  per  week. 
3   to   4   academic 

subjects  each  day 18  weeks-40  min.  per  day,  5  days  per  week. 

b.  Second  Semester: 

Pattern-making  II 18  weeks-80  min.  per  day,  5  days  per  week. 

Foundry  practice  II 18  weeks-80  min.  per  day,  5  days  per  week. 

Mechanical  drawing  IV. . .  18  weeks-40  min.  per  day,  5  days  per  week. 
3   to  4   academic 

subjects  each  day 18  weeks-40  min.  per  day,  5  days  per  week. 

Note.  The  Pattern-making  I  and  Foundry  I  pupils  (as  well  as  those  in  Pat- 
tern-making II  and  Foundry  II)  are  divided  into  sections  and  alternate  with  each 
other  every  nine  weeks  during  the  school  year. 


442 

Pattern- making  I. 

FIRST  SEMESTER. 

Instruction  is  given  in  how  to  make  simple  one-piece  and  two- 
part  patterns.  Such  patterns  are  made  as  will  give  the  pupil  a 
knowledge  of  layouts,  draft,  shrinkage,  finish,  green  and  dry 
sand  cores  and  how  to  select  and  glue  up  wood. 

Foundry  I. 

The  pupils  in  foundry  I  practice  moulding  simple  patterns  made 
in  pattern-making  I.  They  are  also  instructed  how  to  temper  the 
sand,  ram  the  sand  in  the  flask,  vent,  gate,  set  cores,  etc.  The 
pupils  in  this  section  make  and  pour  molds  in  brass,  aluminum 
and  other  soft  metals,  using  the  brass  furnace  for  melting  the 
metal. 

Mechanical  Drawing    III. 

Mechanical  drawing  III  consists  in  giving  problems  of  pipe 
joints  and  other  practical  pieces  involving  the  theory  and  practice 
of  intersection  and  development  of  cones,  cylinders  and  other 
surfaces. 

Assembled  and  detail  drawings  are  made  of  the  more  com- 
plicated furniture  to  be  built  by  the  boys  in  the  wood  shop. 
After  the  drawings  are  finished  they  are  traced  and  blueprinted. 

Pattern-making  II. 

SECOND  SEMESTER. 

The  work  in  this  half  year  is  more  advanced  and  consists  in 
making  patterns  for  machines  or  parts  of  a  machine  for  use  in  the 
school. 

Foundry  II. 

In  the  advanced  foundry  work  the  pupils  do  core  work  and 
make  the  iron  castings  they  will  use  in  the  machine  shop.  In- 
struction and  practice  is  given  in  charging  and  caring  for  the 
cupola  and  in  pouring  the  molten  metal. 

Mechanical  Drawing  IV. 

Mechanical  drawing  IV  covers  the  principles  of  isometric  and 
cabinet  projection,  detailing  from  assembly  drawings  and  working 
drawings  of  furniture  made  from  sketches. 


FINDINGS  AS  TO  SCHOOLS  443 

Fourth  Year  High  School — 
a.  First  Semester: 

Machine  fitting  1 18  weeks-80  min.  per  day,  5  days  per  week. 

Mechanical  drawing  VI....  18  weeks-40  min.  per  day,  5  days  per  week. 
Mechanical  drawing  Via..  18  weeks-40  min.  per  day,  5  days  per  week. 
3  to  4  academic 

subjects  each  day 18  weeks-40  min.  per  day,  5  days  per  week. 

(Note)     Va  and  Via  means  architectural  drawing.     At  this  time  the 
pupil  has  his  choice  between  machine  and  architectural  drawing. 

Machine  Fitting    I. 

FIRST  SEMESTER. 

Pupils  received  instruction  in  lathe,  planer  and  shaper,  tool 
grinding.  Also  in  making  the  simple  parts  of  some  machine 
which  necessitates  straight  and  taper  turning,  chuck  work  and 
thread  cutting  on  the  engine  lathe.  In  addition  the  work  in- 
volves the  operation  of  the  planer,  shaper  and  milling  machine. 
In  machine  fitting  I  shop  lectures  are  given  on  measuring  tools; 
machine  shop  machinery  and  tools;  the  making  and  use  of  jigs 
and  fixtures;  tempering,  annealing  and  casehardening;  wood- 
working machines  and  tools;  pattern-making  and  foundry  prac- 
tice; lantern  slide  showing  the  method  of  logging;  productions  of 
lumber;  seasoning  and  preservation  of  wood;  production  of  pig 
iron;  and  the  manufacture  of  steel. 

Mechanical  Drawing  V. 

Mechanical  drawing  V  consists  in  drawing  difficult  machine 
parts  either  from  sketch  or  from  the  actual  piece  and  an  attempt 
at  machine  design,  tracing,  blueprinting,  etc. 

Mechanical  Drawing  Va. 

Lectures  are  given  by  the  instructor  on  the  history  and  develop- 
ment of  architecture;  function  of  the  architect;  building  materials; 
and  the  architectural  development  of  the  modern  home  is  traced 
through  its  various  stages.  In  connection  with  the  lectures 
assignments  for  observation  study,  and  measurements  outside 
of  the  classroom  are  made. 

Preliminary  sketches  of  first-floor  plan  for  residences  are  made 
by  the  pupils,  each  pupil  finally  completing  the  working  drawings 
for  the  house  he  started  to  design.  In  doing  this  the  problems  of 
heating,  ventilating,  lighting,  plumbing,  etc.,  are  considered. 


444  INDIANAPOLIS  VOCATIONAL  SURVEY 

Machine  Fitting  II. 

SECOND  SEMESTER. 

Machine  fitting  II  is  a  continuation  of  machine  fitting  I  and 
the  pupil  advanced  as  rapidly  as  possible.  The  work  varies  from 
that  of  making  machines  and  repairs  for  school,  to  that  of 
projects  for  the  pupil.  The  jobs  involve  the  cutting  of  special 
threads,  gears  and  operations  of  equal  difficulty. 

Mechanical  Drawing  VI. 

Continued  work  on  machine  design  projects. 

Mechanical  Drawing  Via. 

This  is  a  continuation  of  mechanical  drawing  Va,  the  pupil 
making  the  tracings  and  blueprints,  and  binding  the  working 
drawings  of  the  house  he  designed.  From  the  working  drawings, 
the  pupils  get  experience  in  reading  and  estimating.  The  designs 
also  form  the  basis  for  teaching  the  elements  of  architectural 
perspective  and  the  elementary  principles  of  structural  design. 

Clothing  I. 

1  work  bag. 

2  garment  patching. 

3  damask  hemming. 

4  work  apron  and  dust  cap. 

5  envelope  chemise. 

6  Christmas  gifts. 

7  drafting  pattern,  making  petticoat. 

8  stocking  darning. 

9  darning  wool  material. 

(Cotton)  growth  and  manufacture,  localities  and  reasons  for. 
(Flax)  differences  in  quality  and  prices  of  both  in  past  -present  time. 
Textiles: 

(Silk)  briefer  lessons. 

(Wool) 

Itemizing  cost  of  supplies  and  garments. 

Judging  fabrics. 

Laundering  and  removing  stains. 

Clothing  II. 

Half-time  sewing,  alternating  with  costume  designs. 
1  Drafting  shirtwaist  pattern. 


2  making  middy  blouses. 

3  cotton  dress  for  school  wear. 

Study  of  styles,  materials,  trimmings^ 
Calculation  of  amounts. 


Suitability. 
Wearing  qualities. 
Laundering  f  Fading. 

\Shrinking. 


FINDINGS  AS  TO  SCHOOLS  445 

Clothing  II — Continued. 
Textiles: 

Calculation  of  costs. 
Itemizing  cost  of  garments. 

Clothing  III. 

Half-time  sewing,  alternating  with  costume  designs. 

1  cotton  dresses. 

2  lingerie  waists,  designed  in  costume  II. 

Same  as  clothing  II. 

Study  of  weaves  and  judging  wool  and  silk  fabrics. 
Textiles: 

Clothing  budgets. 
Itemizing  cost  of  garments. 

Clothing  IV. 

HOME    DRESSMAKING. 

1  silk  waist . 

2  wool  dress. 

3  remodeling  garments.     Dyeing. 

4  art  embroidery. 

Weaves  and  design  in  cloth. 
Silk  f  properties. 

\wearing  qualities. 
Textiles: 

Wool.  f  microscopic. 

Testing  materials]  chemical. 

[feeling,  breading,  burning. 
Division  of  income. 
Budgets  f  school  girl. 

\business  girl. 

Planning  dresses  on  allowance. 
Itemizing  cost  of  garments. 

Clothing  IVb. 

TRADE    DRESSMAKING. 

Use  and  alternation  of  commercial  patterns. 
Different  kinds  of  seams  and  seam  finishings. 
Plackets. 
Dress  trimmings. 

Padding  dress  forms,  draping  on  the  forms. 
Cutting,  fitting,  making  French  linings. 
Custom  workf  skirts. 
\dresses. 


446 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Clothing  V. 

MILLINERY. 

Practice  material         (lining  and  wiring  hats. 
Renovating  materials^  folds  and  facing. 

[bandeaux. 

Cleaning  and  coloring  hats  (wire  and  buckram  frames). 
Making  flowers  (covering  frames). 
Making  and  trimming  good  hats  (making  bows). 

Outline  of  Cooking  Course — 1915-1916. 
Cooking  I. 


1— Study  of 


fungi, 
beverages. 
2 — Preparation  and  serving  of  the  above. 


fruits. 

composition 
food  value 

vegetables, 
cereals, 
fats. 

digestibility 

of 

sugar. 

preparation 

spices,  cone 

cost 

nuts. 

Cooking  II. 

milk. 

composition 
food  value 
digestibility 
preparation 

1 

of 

eggs, 
fish, 
meat, 
baking  —  batters  and  doughs 
desserts. 

muffins, 
biscuits, 
bread, 
cake. 

cost 

freezing. 

pie. 

care  of  dining  room  and  serving  lessons 

1— Study  of 


2 — Preparation  and  serving  of  the  above. 


Care  and  preservation  of  food 


Cooking  III. 

f  canning. 

)  jelly-making. 

1  pickling. 

[preserving. 
Planning  and  serving  of  meals. 
Care  and  feeding  of  invalids. 
Care  and  feeding  of  infants  and  children. 


Sanitation. 

Home  management. 

Fancy  cookery. 


Cooking  IV. 


FINDINGS  AS  TO  SCHOOLS  447 

Freehand  Drawing  Department. 
Course  of  Study. 

Laboratory  methods  throughout. 

Drawing  1 2  periods. 

Nature,  plant  forms,  pencil  painting  and  pencil  outline,  free  water  colors 

and  water  colors  in  decorative  treatment. 
Printing,  block  lettering  in  design. 
Elementary  drawing  from  the  cast. 
History  of  sculpture  and  architecture. 
Outline  drawing,  still  life,  and  composition. 
Picture  study,  theory  of  color. 
Elementary  design,  rectangles,  all  over  pattern. 

Drawing  II 2  periods. 

Still  life,  composition,  light  and  dark,  pencil. 
Nature,  plant  forms,  colored  crayons. 

(Water  colors  and  decorative  designs  in  color.) 
Theory  of  color. 
Freehand  perspective. 

Drawing  from  cast,  history  and  appreciation  of  sculpture  and  archi- 
tecture. 

Printing,  Roman  alphabet. 
Elementary  design  in  titles  and  advertising  art. 
Picture  study. 
Design,  borders. 

Drawing  III 2  periods. 

Study  of  nature  forms  as  related  to  design  and  ornament. 

Advanced  course  in  border,  all-over,  constructive  ornamental  designs. 

Theory  of  color  and  application  to  ornamental  design. 

Landscape  as  a  decorative  motif. 

Lettering  as  a  decorative  motif. 

Application  of  simple  ornament  to  portfolio,  cushion  covers,  table  mats, 

etc. 
Stencil,  block  print,  and  needlework. 

Drawing  IV 2  periods. 

Elementary  drawing  from  life. 

Elementary  anatomy. 

Pictorial  illustration  and  composition.     Picture  study. 

Charcoal  drawing  from  cast,  appreciation  of  sculpture. 

Freehand  perspective. 

Tone  drawing  from  still  life  and  nature  in  charcoal. 

Painting  in  water  color  from  plant  forms  and  with  backgrounds. 

Drawing  V.     Home  planning 2  periods. 

Design  of  house. 

Floor  plans. 

Wall  elevations  of  each  room. 


448  INDIANAPOLIS  VOCATIONAL  SURVEY 

History  of  furniture.     Estimation,  art  of  site,  building,  furnishing  and 

maintaining. 
Selections  and  arrangement  of  pictures,  rugs,  furniture,  all  furnishings 

for  the  house. 

Drawing  VI-VIII.     Optional 2  periods. 

(a)  Advanced  design  and  crafts  class  in  metal,  wood,  textiles,  and  leather. 

(b)  Advance  class  in  representation,  life  drawing.     Drawing  from  cast 
and  still  life.     Pictorial  composition,  illustration  and  decoration. 
Water  colors,  still  life,  plant  forms,  sketch  pose.     Freehand  per- 
spective. 

(c)  Advanced  room  decoration  and  furnishing  course  leading  to  decorat- 

ing and  furnishing  one  or  more  rooms  or  a  smajl  house. 

Costume  I  and  II.     Correlating  with  sewing  department 1  period. 

2  semesters. 
Elementary  design  in  striped  and  plaid  materials  suited  to  wearing 

apparel. 

Suitability  of  line  to  figure. 
Designing  and  drafting  of  aprons  and  waists. 
Suitability  of  color  to  complexion. 
Designing  of  dresses  to  be  made  in  sewing. 
Suitability  of  dresses  to  occasion. 

Shop  I.     Correlating  with  shops 1  period. 

1  semester. 

(a)  Elementary  design  relating  to  bench  work. 
Elementary  design  relating  to  turning. 

(b)  History  of  furniture  of  the  best  periods. 

(c)  Furniture  design,  theory  of  color  relating  to  wood  and  wood  stains. 

(d)  Furniture  design,  project  for  shops,  a  combination  of  bench  work 

and  turning. 
Freehand  perspective. 
Block  lettering. 

V 

Shop  Ila I  period. 

1  semester. 

Freehand  drawing,  still  life  and  common  objects. 
Freehand  drawing,  perspective,  principles  and  application. 
Hand  printing,  Roman  alphabet  and  derivatives,  and  application  to 

industrial  purposes. 
History  of  the  alphabet. 
Room  decoration  and  arrangement. 
Color  study  in  design. 
History  of  furniture. 

Shop  lib — Metalry  class 1  period. 

1  semester. 
Designing  and  executing  of  handware-drawer  pulls,  hinges,  escutcheons, 

hooks,  etc. — needed  in  furniture  being  built  in  school  shops. 
Freehand   perspective   as   applied   to   houses,   furniture   and  common 
objects. 


FINDINGS  AS  TO  SCHOOLS  449 

Hand  printing,  Roman  alphabet  and  its  derivatives  and  its  application 
in  design. 

Art  school :     Special  high-school  class  recruited  from  recommended  students 
of  Emmerich  Manual  Training,  Shortridge  and  Technical  High  Schools. 

A  high-grade  life  class : 

Study  of  the  human  figure  in  drawing  and  color. 
Pictorial  and  decorative  composition. 
Sketch  book  work. 
Landscape  study  and  composition. 

Application  to  mural  decorations  being  placed  in  various  schools  of  our 
city  under  contract  with  principals  of  these  buildings. 

Special  ninth-hour  metalry  class 1  period. 

Designing  and  executing  articles  of  utility  and  ornament  in  copper,  brass, 
silver  and  gold.  Open  to  students  having  had  two  or  more  semesters 
of  free-hand  drawing. 

Business  Department. 
Content  of  Course  of  Study. 

The  work  in  this  department  begins  in  the  third  semester  and 
continues  as  follows : 

THIRD    SEMESTER. 

Commercial  arithmetic. 

Applications  of  percentages. 

Profit  and  loss  as  it  relates  to  business  transactions. 

A  study  of  the  elements  of  cost  and  a  selling  price  as  they  affect 

profit  or  loss. 

Trade  discount  as  it  concerns  bills  and  invoices. 
Interest — method  of  computing  number  of  days. 

Sixty-day  method,  and  exact  interest  method. 

Partial  payments  as  applied  to  loans,  purchases  on  payment  plan. 
Partnership — partners'  interests  as  determined  by  their  investments. 
Taxes — purpose  of  taxation  and  study  of  tax  duplicates. 
Practical  measurements — review  of  denominate  numbers  and  their 

application   to   measurements   and   construction  work   of   all 

kinds. 
Supplementary  work — in  addition  to  the  above,  rapid  calculation 

which  includes  drill  in  addition,    subtraction,    multiplication, 

and  division,  short  rules  in  multiplication  and  interest,  and  a 

review  of  common  and  decimal  fractions  is  given  from  time  to 

time. 
Shorthand  I. 

Consonants  and  vowels. 

Position  in  writing. 

Phrasing. 

Brief  signs  (circles,  loops,  semicircles,  ticks). 

A  study  of  the  principles  involving  the  above  emphasizing  accuracy 

rather  than  speed. 

6647—29 


450  INDIANAPOLIS  VOCATIONAL  SURVEY 

FOURTH  SEMESTER. 
Bookkeeping  I. 

A  business  transaction. 

Classification  of  accounts. 

Fundamentals  of  debit  and  credit. 

Journalizing  and  posting  involving  use  of  journal,  cash  book,  invoice 
and  sales  book,  and  ledger. 

Notes  and  drafts. 
Shorthand  II. 

Half  lengths. 

Double  lengths. 

Initial  hooks. 

Final  hooks. 

Prefixes  and  affixes. 

Drill  dictation  at  the  end  of  each  lesson  without  transcribing  notes. 

Promptness  of  writing  and  stress  or  accuracy  is  emphasized. 
Typewriting  I. 

Position  at  the  machine. 

Explanation  of  keyboard. 

Care  and  operation  of  machine. 

Touch  and  finger  exercises. 

Familiarity  with  keyboard  and  absolute  accuracy  required. 

FIFTH    SEMESTER. 

Bookkkeeping  II. 

Actual  business  office  practice  involving  use  of  business  papers  of 
all  kinds.  Individual  proprietorship  buying  and  selling. 
Wholesale  and  jobbing  offices  and  bank  in  operation. 

Nature  of  work — general  grocery  business. 
Shorthand  III. 

Review  of  past  principles. 

Enlarging  of  vocabulary. 

Dictation  and  transcription  of  business  letters. 
Typewriting  II. 

Business  forms  and  arrangement. 

Corrections  and  erasures. 

Folding  letters  and  directing  envelopes. 

Manifolding. 

Speed  practice  on  international  contest  matter. 

Copy  work. 
Stenolypy  I. 

Finger  exercises  assisting  the  pupil  to  write  by  the  touch  method. 

Developing  power  of  concentration  and  the  ability  to  think  quickly 
and  accurately. 

Developing  speed  by  ry thmic  drills. 

Arbitrary  combinations. 

Repetition  in  writing  each  combination. 

Word  exercises  and  abbreviations. 

Phrasing  and  sentence  exercises. 


FINDINGS  AS  TO  SCHOOLS  451 

• 

SIXTH    SEMESTER. 

Bookkeeping  III. 

Wholesale  dry  goods  set. 

Special  column  cash  book. 

Special  column  journal. 

Purchase  journal. 

Sales  journal. 

Purchase  ledger. 

Sales  ledger. 

General  ledger. 

Introducing  controlling  accounts,  loss  and  gain  and  resource  and 

liability  statements,  and  abstracts  of  purchase  and  sales  ledgers. 

Stenography  IV    (which    includes    both    shorthand    and    typewriting.) 

Continued  dictation  and  transcription  of  letters,  newspaper  edi- 
torials, magazine  articles,  and  miscellaneous  matter  to  increase 
speed  and  to  acquaint  the  pupils  with  different  terms  peculiar 
to  certain  lines  of  business. 

Further  practice  in  typewriting  on  legal  papers,  itemized  statements, 
tabulations,    etc.    Also    practice    on    International    contest 
matter. 
Stenotypy  II. 

Derivatives. 

Supplementary  letters. 

Further  dictation  and  transcription. 

Speed  practice  and  practice  in  reading  stenotypy  notes. 

Stress  on  accuracy  always. 

SEVENTH    SEMESTER. 

Bookkeeping  IV. 

Nature  of  work — Cost  accounting  in  the  manufacture  of  gas  engines. 
Blanks  and  forms  used — Voucher  register,  special  column  cash  book, 

stores  ledger,  sales  ledger,  general  ledg- 
er,   requisitions,     production    orders, 
time  tickets,  weekly  summary  blanks, 
payrolls,  and  voucher  checks. 
Continuing  the  study  of  analysis  sheets,  loss  and  gain,  and  resource 

and  liability  statements. 

A  study  of  the  distribution  of  the  cost  in  the  manufacture  of  the 
output  and  the  computations  involved  in  arriving  at  the  desired 
result. 
Business  law. 

A  study  of  the  leading  principles  of  the  subject,  including  contracts, 
sales  of  goods,  bailment,  credits  and  loans,  negotiable  instru- 
ments, agency,  master  and  servant,  partnerships  and  corpora- 
tions, real  and  personal  property. 

An  endeavor  to  give  to  the  pupil  the  common  rules  of  business  as 
they  enter  into  his  everyday  life  and  to  inspire  him  with  a 
desire  to  give  and  take  a  square  deal  and  to  better  respect  the 
rights  of  all  concerned. 


452  INDIANAPOLIS  VOCATIONAL  SURVEY 

Office  practice. 

Speed  practice  in  shorthand  and  typewriting. 
Copy  work,  duplicating,  multigraphing,  and  filing. 
Special  training  for  the  business  office. 

Slenotypy  III. 

Dictation  on  new  matter  to  increase  speed. 
Transcribing  letters  dictated  at  increased  speed. 
Special  training  in  general  work  about  an  office. 


FINDINGS  AS  TO  SCHOOLS 


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FINDINGS  AS  TO  SCHOOLS  455 

Explanations. 

Studies  in  CAPITAL  LETTERS  are  prescribed,  and  must 
be  taken  in  the  order  given. 

Studies  in  italics  are  elective.  The  study  is  placed  in  the 
lowest  grade  in  which  it  may  be  chosen  without  special  permission. 
Pupils  of  an  upper  grade  may  select  any  study  of  a  lower  grade. 

If  a  study  requires  more  than  one-half  year  for  its  completion 
it  can  not  be  discontinued  without  the  consent  of  the  principal 
until  the  term  is  completed  which  is  marked  with  a  star  (*). 
This  plan  does  not  promote  irresponsible  variation  in  a  pupil's 
course.  A  subject  once  begun  must  be  continued  as  long  as  in- 
dicated. On  the  other  hand  it  provides  a  scheme  more  flexible 
than  any  arrangement  of  definite  courses  for  the  stops  are  located 
where  experience  has  shown  that  they  fit  best  the  vocational  aims 
of  pupils. 

All  pupils  must  begin  science  work  not  later  than  the  beginning 
of  the  third  year.  (SEE  SCIENCE  REQUIREMENTS.) 

Pupils  who  continue  either  bookkeeping  or  stenography 
beyond  one  year  shall,  on  the  completion  of  English  V,  select 
Business  English  for  one  year  instead  of  English  VI  and  Composi- 
tion VII. 

Unless  otherwise  arranged  by  the  principal,  all  pupils  are 
required  to  carry  four  full  credits  of  work,  not  including  physical 
training,  which  if  taken  will  add  one-half  credit  for  each  semester. 
Only  one  credit  in  physical  training  will  be  counted  toward 
graduation. 

Pupils  who  can  complete  the  course  by  the  end  of  one  semester 
after  completing  English  V  should  consult  the  principal  regarding 
their  choice  of  studies  for  the  final  semester. 

Notes. 

History  la-IIa  is  American  industrial  history  planned  for  only 
first-year  pupils. 

Sewing  includes  in  order  hand  sewing,  machine  sewing,  dress- 
making and  millinery.  In  connection  with  Sewing  II  and  III, 
half  time  is  spent  upon  costume  design  in  the  art  department, 
where  each  girl  works  out  designs  for  dresses  suitable  for  her  to 
wear.  Sewing  IV  is  dressmaking  and  Sewing  V  is  millinery. 

Included  in  the  freehand  drawing  course  is  a  course  in  home 
decoration  which  demands  for  entrance  one  term  of  design  given 
in  Drawing  III  or  IV. 


456  INDIANAPOLIS  VOCATIONAL  SURVEY 

The  election  of  commercial  arithmetic  means  that  the  pupil 
intends  to  take  the  rest  of  the  commercial  subjects. 

Stenography  V  consists  of  practical  reporting  and  other  work 
which  must  meet  the  commercial  standards  of  speed  and  accuracy. 

As  a  prerequisite  for  stenotypy  pupils  must  have  at  least 
one-half  credit  in  typewriting. 

Business  English  is  a  course  in  letter  and  advertising  writing 
with  allied  reading  designed  for  pupils  taking  commercial  sub- 
jects. 

Physiology  is  a  general  course  open  to  boys  and  girls  but  is  a 
prerequisite  for  hygiene,  open  only  to  girls. 

Applied  electricity  is  a  course  open  to  boys  who  have  had  one 
year  of  physics.  It  will  include  study  of  advanced  electricity, 
electrical  design  and  construction  and  will  demand  work  in  the 
laboratory,  drawing  room  and  shop. 

Cooking  III  and  IV  include  the  preparing  and  serving  of  meals 
under  certain  restrictions  as  to  menu  and  cost,  and  also  cooking 
for  children  and  invalids. 

Suggestions 

Students  who  wish  to  prepare  for  engineering  and  polytechnic 
schools,  or  for  those  pursuits  in  which  a  knowledge  of  the  mechanic 
arts  is  essential,  are  advised  to  take  the  following  studies: 

English 7  credits.  Chemistry 2  credits. 

Algebra 3  credits.  History 2  credits. 

Plane  geometry 2  credits.  Latin 4  credits. 

Solid  geometry 1  credit.  Or  German 4  credits. 

Trigonometry 1  credit.  Shopworking  and 

Physics 2  credits.  drawing 8  credits. 

Students  who  wish  to  pursue  either  a  classical  or  scientific 
course  in  college  should  include  at  least  the  following  regular 
studies  in  order  to  meet  the  entrance  requirements  of  such  colleges. 
Most  of  them  require  thirty  credits,  some  thirty-two,  so  the 
details  of  the  specific  requirements  should  be  looked  up. 

English 7  credits.  Science 2  credits. 

Latin 6  credits.  Plane  geometry 2  credits. 

Or  German 6  credits.  Solid  geometry 1  credit. 

Algebra 3  credits.  History 2  credits. 

Students  who,  after  graduation,  intend  to  enter  the  Normal 
Training  School,  for  the  purpose  of  becoming  teachers  in 
the  city  schools,  are  earnestly  advised  by  the  superintendent  to 
take  the  following  subjects  for  their  elective  work: 


FINDINGS  AS  TO  SCHOOLS  457 

English  literature 1  credit.  Freehand  drawing 4  credits. 

Arithmetic 1  credit.  Physiography 2  credits. 

English  history 1  credit.  Physiology 1  credit. 

American  history 2  credits.  Plane  geometry 2  credits. 

Botany 2  credits.  Foreign  languages 2  credits. 

Students  who,  after  graduation,  wish  to  become  teachers  of 
German  in  the  elementary  schools  should  take  the  full  four-years' 
course  in  German. 

Science  Requirements. 

All  pupils,  unless  excused  by  the  principal,  must  at  the  begin- 
ning of  the  third  year,  select  a  science  and  continue  in  science 
work  until  they  have  completed  one  year.  This  selection  may 
replace  any  of  the  following  elective  subjects:  History,  Latin, 
German  or  Civics.  All  such  changes,  however,  must  have  the 
approval  of  the  principal. 

All  pupils  carrying  shop  courses,  who,  at  the  beginning  of  the 
third  year,  have  completed  two  years  of  mathematics  are  re- 
quired to  carry  physics  during  the  third  year  and  chemistry  the 
fourth. 

Physics  is  open  to  all  pupils  who  have  completed  plane 
geometry  or  who  are  taking  Geometry  II. 

Projects  in  the  Sewing  Classes. 

SPRING  SEMESTER,  1916. 
Trade  Dressmaking. 

CUSTOM  WORK  FOR  TEACHERS. 
10  girls,  last  10  days  of  semester  made: 

4  cotton  dresses  (one  dress  not  finished). 
2  cotton  skirts. 
1  silk  jumper. 
1  chiffon  waist. 

These  dresses  were  made  for  teachers  of  the  sewing  department,  material 
furnished  by  the  teachers. 

Sewing  II. 

September-December  1916 — Middies. 
Total  number  of  middies  made — 75. 

Probable  cost  made  Probable  cost 

Total  number.      Cost  of  material.              by  seamstress.  shop  made. 

10                   $0.52  to  $0.69              $1.02  to  $1.19  $1.00 

6                        .70  to       .75                1.45  to    1.54  1.25      I; 

10                       .85  to       .95               1.60  to    1.70  1.50*^ 

1                                     1.27                               2.27  1.75      \; 

18                        .63  to       .68                                 1.15  1.00  ^ 

10                       .79  to       .89                               1.45  1.25      ^ 

10                       .94  to    1.01                                1.75  1.50 


458  INDIANAPOLIS  VOCATIONAL  SURVEY 

Sewing  II — Continued 

DRESSES. 
Total  number  of  dresses  made — 68. 

7  $0 . 90  to  $1 . 35  $1 . 00  seamstress  $1 . 75 

8  1.38  to    1.68  1.59 seamstress  2.50 
12                    2. 02  to    2.75               2 . 00 seamstress  4.00 

2  3.37  to    3.89  3 . 00 seamstress  6.50 

4  .62  to       .73  2. 50  probable  cost          3.00 

by  seamstress 

5  $1.01  to    1.18  3. 00  probable  cost          4.50 

by  seamstress 

18  1.32  to    1.68  4. 00  probable  cost          5.50 

by  seamstress 

4  2.05  to    2.24  4 . 75  probable  cost          6.00 

by  seamstress 

5  2.40  to    2.60  5. 25  probable  cost          8.00 

by  seamstress 

3  2.79  to    2.98  6 . 00  probable  cost        10.00 

by  seamstress 

Sewing  III. 

DRESSES. 

Cost  of  Dresses — November-December  1916. 
Total  number  of  dresses  made — 26. 

Probable  cost  made      Probable  cost 


Number. 

Made  in  school. 

by  seamstress. 

ready  made. 

5 

$1.83 

$4.83 

$6.50 

17 

2.42 

5.50 

7.00to8.00 

2 

3.50 

7.00 

10.00 

1 

4.50 

9.00 

12.00 

1  6.50                               11.50  13.50tol5.00 

Sewing  IV. 

LINGERIE  WAISTS. 
Data  not  available. 

Cost  of  Dresses — November-December  1916. 
Total  number  of  dresses  made — 24. 

Number.  Made  in  school.        If  made  by  seamstress.   Ready  made. 

2  $4.61            $7.50  $12.50 

3  4.76             7.76  12.50 

4  5.30                               8.30  12.50 
4                           6.23                               9.23  13.50 
2                           6.37                               9.37  '13.50 
4                           7.82                             11.57  15.00 

1  8.74                             12.74  18.00 

2  9.12                             14.50  25.00 
1                          10.16                             14.50  25.00 
1                          11.00                             14.00  20.00 


FINDINGS  AS  TO  SCHOOLS  459 


Sewing  IV — Continued. 

SILK  WAISTS. 
Total  number  of  waists  made — 24. 


52.13  $4.00  $3.50 

2.72  5.47  5.00 

3.34  6.10  6.00 

4.12  7.12  8.00 

5.56  8.56  9.00 


VIII.     INDIANAPOLIS  TECHNICAL  HIGH  SCHOOL  AS  A 
VOCATIONAL  CENTER. 

A  Site  with  an  Interesting  History. 

The  Technical  High  School  of  Indianapolis  is  situated  on  a  site 
that  is  remarkable  both  for  unusual  attractiveness  and  for  an 
interesting  history  that  gives  to  the  atmosphere  of  the  school  a 
spirit  of  romantic  interest.  This  history  begins,  so  far  as  definite 
records  go,  in  1862,  when  the  United  States  Government  pur- 
chased the  ground  as  a  site  for  a  national  arsenal.  The  records 
telling  of  this  purchase  describe  it  as  "a  beautiful  tract  of  wood- 
land, one  and  one-half  miles  east  of  the  city  of  Indianapolis." 
This  piece  of  forest  containing  seventy-six  acres  soon  became  the 
scene  of  bustling  activity  on  the  part  of  the  Federal  Government. 
The  necessary  buildings  were  planned  and  erected  in  the  sub- 
stantial manner  that  characterizes  the  work  usually  done  on 
government  structures.  Furthermore,  the  beautifying  of  the 
grounds  was  entrusted  to  an  expert  landscape  gardner  in  the 
employ  of  the  Government.  His  plans  were  made  with  great 
artistic  skill  and  the  work  of  carrying  them  out  was  given  to  the 
Ordnance  Department  of  the  United  States.  After  a  period  of 
forty  years  of  development  the  grounds  were  converted  into  a 
place  of  beauty  and  dignity  worthy  a" University  campus. 

The  stately  old  trees  which  were  carefully  preserved,  form  a 
direct  connection  with  the  misty  past  when  the  "forest  primeval" 
was  the  undisputed  domain  of  the  Red  Man.  They  speak,  too, 
of  the  events  of  the  settlement  of  the  Northwest  Territory,  as 
well  as  the  early  history  and  marvelous  growth  of  Indiana.  The 
old  buildings  which  grew  out  of  the  stern  necessities  of  the  great 
conflict  of  the  sixties  and  the  trying  days  that  followed  the  war, 
are  a  monument  to  the  patriotism  and  the  unselfish  devotion  of 
the  Hoosiers  to  the  cause  of  the  Union. 


460  INDIANAPOLIS  VOCATIONAL  SURVEY 

After  the  close  of  the  war  a  detachment  of  the  United  States 
army  was  always  on  duty  on  the  grounds,  keeping  everything  in 
the  best  order  and  caring  for  the  military  supplies  that  were 
stored  in  the  various  buildings.  At  one  time  during  this  period 
the  Arsenal  building  was  filled  with  over  100,000  arms.  While 
the  war  with  Spain  was  in  progress  the  buildings  were  used  for  the 
manufacture  of  haversacks  and  other  equipment  for  the  soldiers 
who  went  to  the  front.  At  length  the  Government  decided  to 
abandon  the  site  for  a  larger  one  at  a  greater  distance  from  the 
city.  The  present  location  of  Fort  Benjamin  Harrison  was  agreed 
upon  and  the  history  of  the  arsenal  grounds  as  a  place  of  war  was 
closed.  On  April  3,  1903,  the  last  sunrise  gun  was  fired  and  the 
battlements  of  war  were  soon  to  be  changed  into  temples  of  peace. 

Winona  Technical  Institute. 

A  number  of  public-spirited  citizens  of  Indianapolis,  realizing 
in  a  far-sighted  way  the  possibilities  that  lay  in  the  abandoned 
arsenal,  determined  to  purchase  it  of  the  Government  and  secure 
its  use  permanently  to  the  city  as  the  location  for  an  institution 
of  advanced  learning  of  some  kind.  In  time  the  plans  took 
definite  shape  for  the  establishment  of  a  trade  and  industrial 
school  known  as  the  Winona  Technical  Institute.  It  was  the 
policy  of  the  founders  of  the  school  to  create  all  the  technical 
schools  possible  through  the  support  of  the  employers  and  em- 
ployees interested.  In  some  cases  the  separate  schools  were 
organized  by  the  mutual  co-operation  of  employers  and  em- 
ployees of  a  given  trade;  in  other  cases  the  employers  alone  took 
the  responsibility  of  fostering  the  organization,  and  again  the 
employees  were  the  sponsors  of  the  enterprise.  The  organiza- 
tion expanded  rapidly,  equipment  was  purchased  and  installed 
as  available  means  warranted,  and  it  seemed  that  everything 
pointed  to  the  development  of  one  of  the  greatest  trade  schools 
of  the  country.  In  an  incredibly  brief  period  of  time  eleven 
distinct  technical  schools  had  been  established"  and  were  operating 
successfully. 

Then  came  evil  days  when  the  sustaining  funds  ran  low,  and 
when  it  was  found  that  the  endowment  which  had  been  expected 
to  meet  the  pressing  needs  of  the  school  was  not  forthcoming. 
Little  by  little  the  work  of  the  various  departments  was  curtailed 
until  in  1912,  aLLjtthe  schools  except  machine  shop  practice, 
printing  and  pharmacy  had  been  closed. 


FINDINGS  AS  TO  SCHOOLS  461 

The  Indianapolis  Public  School  System  Becomes  Interested 
in  the  Arsenal  Site. 

When,  in  1912,  the  crowded  condition  of  the  Indianapolis 
high  schools  made  it  imperative  for  relief  measures  to  be  taken 
at  once,  the  attention  of  the  board  of  school  commissioners  was 
directed  to  the  arsenal  grounds  as  a  possible  means  of  providing 
temporary  quarters  for  an  overflow  school.  From  a  number  of 
suggested  plans  for  relief  this  one  was  finally  agreed  upon,  partly 
because  of  the  attractiveness  and  convenience  of  the  location  and 
partly  because  the  buildings  already  erected  could  be  readily 
and  economically  transformed  into  structures  suitable  for  school 
use.  In  the  face  of  many  difficulties  school  was  opened  in  the 
arsenal  building,  September,  1912.  Future  developments  have 
clearly  demonstrated  the  fact  that  a  wiser  step  could  hardly  have 
been  taken  by  the  board.  Each  succeeding  semester  has  opened 
with  a  greatly  increased  enrollment  until  it  has  been  necessary 
for  every  building  on  the  grounds  to  be  remodeled  for  school  use. 
At  the  present  time  all  these  buildings  as  well  as  a  new  twenty- 
room  structure  are  filled  to  overflowing.  A  building  campaign 
with  very  comprehensive  provisions  for  the  future  expansion  of 
the  institution  has  just  been  inaugurated,  and  it  is  hoped  that 
this  will  keep  pace  with  the  extraordinary  development  of  the 
school  in  all  its  varied  features.  These  plans  have  in  considera- 
tion not  merely  the  housing  problem  but  they  also  contemplate 
the  development  of  the  magnificent  tract  of  seventy-six  acres  in 
such  a  manner  that  the  maximum  benefit  of  its  marvelous  re- 
sources may  be  realized. 

The  Work  of  a  Technical  High  School. 

The  school  authorities  of  Indianapolis  in  accepting  the  site  of 
the  arsenal  for  school  purposes  did  so  with  a  feeling  of  the  greatest 
respect  for  the  spirit  of  the  past,  and  for  the  motives  of  those  who 
desired  that  the  site  should  be  dedicated  to  the  industrial  and 
civic  development  of  Indianapolis.  With  a  firm  determination 
to  be  loyal  to  the  trust  that  came  as  part  of  this  rich  heritage  to 
the  city,  it  has  been  the  aim  from  the  beginning  of  the  task  of 
shaping  the  policy  of  the  school  to  emphasize  strongly  the  in- 
dustrial and  vocational  phases  of  education.  To  this  end  it  was 
deemed  wise  to  continue  as  far  as  was  possible  the  technical  schools 
still  remaining  in  operation  from  the  regime  of  the  Winona 
Technical  Institute.  Much  valuable  equipment  which  had  been 
installed  was  taken  over  and  made  the  beginning  for  the  organiza- 


462  INDIANAPOLIS  VOCATIONAL  SURVEY 

tion  of  some  practical  shop  courses  for  the  new  high  school.  In 
addition  to  the  continuation  of  these  schools,  it  was  the  intention 
to  restore  other  schools  that  had  suspended  operation,  insofar 
as  such  restoration  seemed  feasible.  As  a  third  objective,  it  was 
planned  to  add  from  time  to  time  as  many  new  lines  of  vocational 
work  as  a  study  of  industrial  conditions  in  Indianapolis  makes  the 
need  apparent. 

The  work  looking  in  the  general  direction  of  stressing  voca- 
tional education  was  hardly  more  than  determined  upon  and 
started  experimentally,  when  a  legislative  measure  was  passed 
that  gave  the  plan  a  wonderful  impetus.  This  was  the  new 
vocational  law  which  made  it  possible  for  trade  and  vocational 
schools  to  have  two-thirds  of  the  teachers'  salaries  borne  by  the 
State,  provided  the  courses  given  by  such  teachers  were  approved 
by  the  State  Board  of  Education. 

In  May,  1916,  came  the  final  decision  of  the  Supreme  Court 
bestowing  upon  the  city  of  Indianapolis  the  title  of  the  arsenal 
grounds  to  be  held  in  perpetual  trust  for  the  sole  purpose  of  pro- 
viding a  site  for  an  educational  institution  or  institutions.  This 
removed  all  doubt  as  to  the  wisdom  of  prosecuting  an  active,  con- 
structive policy  both  financially  and  educationally  for  the  future, 
and  immediately  the  half-expressed  hopes  and  partially  matured 
plans  began  to  take  definite  shape  for  aggressive  action. 

All  the  above  named  events  seemed  to  have  worked  together 
fortunately,  if  indeed  it  may  not  be  considered  providentially, 
to  provide  for  Technical  High  School  a  wonderful  opportunity  to 
establish  and  develop  an  educational  program  that  is  broadly 
vocational  in  its  activities.  The  fortunate  trend  of  circumstances 
that  has  attended  the  unfolding  of  the  plans  up  to  this  point  in  the 
history  of  the  school  has  greatly  encouraged  the  directors  of  the 
work.  As  a  result,  large  and  comprehensive  plans  for  the  future 
development  of  vocational  education  will  be  entered  upon  with 
a  great  degree  of  confidence  that  the  right  lead  is  being  followed. 

A  study  of  the  latest  developmets  in  the  educational  field 
makes  it  apparent  that  the  upper  six  years  of  the  public  school 
work  are  tending  rapidly  in  the  direction  of  re-organization  in  the 
form  of  a  Junior  and  a  Senior  high  school.  In  the  Junior  high 
school  which  comprises  the  seventh,  eighth  and  ninth  years,  a 
very  important  aspect  of  the  industrial  work  is  to  make  it  almost 
wholly  prevocational  in  the  nature  of  a  try-out  character  giving 
the  pupils  a  comprehensive  view  of  the  field  by  having  them  pass 
rather  hastily  over  as  great  and  varied  a  range  of  the  industrial 


FINDINGS  AS  TO  SCHOOLS 


463 


and  vocational  work  as  possible.  By  the  time  the  pupils  are 
ready  for  the  Senior  high  school  they  will,  in  some  measure,  have 
found  themselves  industrially,  and  as  a  consequence  will  be  able 
to  select  further  industrial  courses  with  the  rather  definite  aim 
of  purposeful  vocational  training.  This  evidently  means  that  the 
manual  training  courses  that  are  now  scattered  miscellaneously 
through  the  high  school  curriculum  will  be  transformed  into  pre- 
vocational  courses.  In  the  case  of  high  schools  maintaining  the 
ordinary  four-year  curriculum,  the  prevocational  studies  will  be 
stressed  during  the  first  two  years  while  the  purposeful  vocational 
work  will  be  emphasized  in  the  last  two  years. 

Broadly  speaking,  this  is  the  general  plan  which  it  is  hoped  may 
be  followed  in  the  organization  of  the  industrial  and  vocational 
program  of  Technical  High  School. 

The  Present  Status   of  Vocational  Courses   in 
Technical  High  School. 

The  State  Board  of  Education  has  already  recognized  six  all 
day  vocational  courses  given  in  Technical  High  School  as  being 
worthy  their  approval.  These  courses  are:  printing,  machine 
shop  practice,  automobile  construction  and  repair,  agriculture, 
electricity  and  salesmanship.  In  addition  to  these  equipment 
is  being  installed  and  regular  courses  will  soon  be  offered  in 
building  trades,  elementary  machine  shop  practice,  carpentry, 
pattern  making,  foundry,  sheet  metal,  mill  room  and  tool 
grinding. 

The  general  organization  of  these  courses  may  be  observed 
from  the  following  conspectus  and  from  the  more  detailed  explana- 
tions of  the  various  features  of  the  work: 


Printing. 

Shop. 

Drawing. 

Mathematics. 

English. 

Civics. 

Automobile 
Construction. 

Shop. 

Drawing. 

Mathematics. 

English. 

Civics. 


Machine  Shop  Practice. 

Shop. 

Drawing. 

Mathematics. 

English. 

Civics. 


Agriculture. 
Laboratory      and 

practice. 
Applied  science. 


field 


Electricity. 
Shop. 
Drawing. 
Mathematics. 
English. 
Civics. 


Salesmanship. 
Theory  and  practice. 
Commercial  arithmetic. 
Commercial  geography. 


Mathematics  and  drawing.  Industrial  history. 
English.  English. 

Civics.  Civics. 


464  INDIANAPOLIS  VOCATIONAL  SURVEY 

Printing.  For  a  number  of  years  the  United  Typothetae  aad 
Franklin  Clubs  of  America  have  maintained  a  school  of  printing 
on  the  arsenal  grounds.  The  school  has  been  equipped  by  these 
organizations  at  an  approximate  cost  of  $75,000.  The  equipment 
comprises  seven  linotype  machines,  three  monotype  machines, 
two  Miehle  presses,  three  job  presses,  two  power  cutters,  besides 
a  completely  equipped  composing  room,  a  pressroom,  and  a 
bindery.  With  this  complete  and  thoroughly  modern  equipment 
it  is  possible  to  do  all  kinds  of  printing  which  other  shops  can  do. 
In  the  way  of  obtaining  practice  work,  the  students  not  only  do 
the  ordinary  forms  of  printing  but  they  have  also  done  several 
jobs  of  real  merit  in  the  higher  achievements  of  the  printer's  art. 
The  work  of  the  school  has  the  approval  of  the  International 
Typographical  Union  and  the  local  organizations  maintain  a  very 
friendly  attitude  toward  it.  Local  printers  as  well  as  those  from 
other  places  who  wish  to  perfect  themselves  in  the  trade  find  in 
this  national  printing  school  a  very  effective  means  of  increasing 
their  efficiency.  The  tuition  for  a  complete  course  of  printing  is 
approximately  $275. 

A  vocational  school  of  printing  has  been  organized  which  bears 
a  co-operative  relation  to  the  school  of  printing  whereby  the 
classes  receive  daily  four  hours  of  shop  practice.  Any  pupil  of 
high  school  age  in  the  city  or  any  one  in  the  State  by  means  of  the 
transfer  privilege  can  obtain  here  a  two-year  course  in  printing 
absolutely  free.  This  co-operation  is  very  unique  in  the  field 
of  education  for  it  opens  to  students,  without  any  tuition  charges, 
a  great  modern  printing  plant  equipped  and  operated  by  the  trade 
itself,  not  primarily  for  a  high  school  vocational  course,  but  for 
the  most  practical  sort  of  training  for  the  efficiency  of  the  trade. 
Thus  the  student  receives  from  the  allied  subjects  in  the  course 
something  of  the  academic  high  school  atmosphere  while  from  the 
shop  practice  he  is  receiving  the  most  practical  sort  of  training  it  is 
possible  to  give. 

This  plan  has  been  in  operation  for  two  years  and  it  is  needless 
to  say  that  it  has  proved  to  be  highly  satisfactory  to  all  interests 
concerned.  If  a  definite  understanding  of  the  trade  value  of  the 
work  given  can  be  determined  to  the  satisfaction  of  all  the  school 
will  be  in  a  position  to  serve  Indianapolis  in  a  rare  way. 

Machine  shop  practice.  The  machine  shop  was  originally 
equipped  by  the  Metal  Trades  Association  and  was  operated  for 
several  years  by  them.  This  equipment  which  cost  originally 
approximately  $15,000  was  turned  over  to  the  high  school  when 


FINDINGS  AS  TO  SCHOOLS  465 

the  change  was  made  in  1912.  For  the  last  two  years  this  has 
served  as  the  basis  for  an  all-day  vocational  school  in  machine- 
shop  practice.  During  this  period  the  attendance  has  shown  a 
marked  increase.  The  Metal  Trades  Association  still  maintain 
a  very  friendly  interest  in  the  school  and  actively  supports  it 
whenever  an  opportunity  arises.  This  interest  has  been  mani- 
fested in  a  material  way  by  the  association  paying  for  some  much 
needed  equipment  for  the  school.  The  hearty  co-operation  of  the 
Metal  Trades  Association  as  well  as  that  of  organized  labor  has 
contributed  greatly  to  the  success  of  the  work  and  their  support 
has  been  much  appreciated  by  the  directors  of  the  school. 

The  department  aims  to  acquaint  the  student  with  standard 
machine-shop  practice  and  drafting  room  practice.  Such  mathe- 
matics as  is  required  in  shop  problems  is  part  of  the  course,  as  is 
also  such  English  as  is  needed  to  give  the  boy  a  practical  working 
knowledge  of  his  mother  tongue. 

Automobile  construction  and  repair.  This  department  has 
been  organized  about  one  and  one-half  years.  The  rapidly  in- 
creasing attendance  shows  clearly  the  demand  for  such  a  course. 
As  it  is  a  kind  of  general  mechanical  labor  which  any  boy  of  proper 
age  can  do  in  a  fairly  satisfactory  manner  many  pupils  through  its 
attraction  have  been  induced  to  remain  in  school  longer  than  they 
otherwise  would.  However,  its  attractive  power  to  hold  certain 
pupils  in  school  is  not  the  only  purpose  it  serves.  The  work  is  of 
such  a  nature  that  it  lends  itself  readily  to  untrained  labor  and  at 
the  same  time  leads  one  by  gradual  transformation  into  the  more 
intricate  and  skilled  problems  of  mechanics.  Thus  it  is  possible 
not  only  to  use  the  course  to  hold  boys  of  a  certain  type  in  school 
but  it  may  also  serve  the  purpose  of  giving  them  an  industrial 
vision  of  a  wide  range  of  occupations  which  are  related  in  some  form 
to  metal  productions.  A  number  of  such  pupils  who  catch  this 
vision  of  greater  things  ahead  find  their  way  into  the  machine  shop 
and  train  themselves  for  skilled  labor;  others  follow  the  drafting 
and  designing  paths;  and  still  a  different  group  become  interested 
in  the  electrical  problems  of  the  automobile  and  find  their  realiza- 
tions for  a  larger  sphere  of  activity  in  the  field  of  electrical  science. 
In  fact,  the  suggestive  field  of  this  department  is  so  great  that  it 
presents  opportunities  of  a  vocational  nature  to  the  boys  all  the 
way  from  the  most  elementary  jobs  to  the  highest  forms  of  skilled 
labor.  Therefore  the  automobile  department  is  very  well  suited 
to  serve  a  double  purpose : 

1 .     A  truly  vocational  shop. 

6647-^30 


466  INDIANAPOLIS  VOCATIONAL  SURVEY 

2.  A  finding  course  for  those  who  use  it  as  a  means  of  intro- 
duction to  a  larger  life  of  mechanical  activity. 

The  school  has  operated  on  machines  so  selected  by  the 
teachers  as  to  present  the  greatest  possible  variety  of  mechanical 
principles,  and  at  the  same  time  the  selection  has  been  such  as  to 
offer  the  greatest  educational  opportunities.  In  the  repair  de- 
partment a  charge  is  made  for  the  actual  cost  of  materials  plus 
a  reasonable  advance  to  cover  the  expense  of  necessary  outlays. 
It  will  be  the  future  policy  of  the  school  in  a  limited  way,  at  least, 
to  purchase  old  cars,  remodel  and  sell  them;  thus  assisting  some- 
what in  adding  to  the  equipment  of  the  school. 

Electricity.  The  electrical  school  which  has  been  maintained  for 
two  years,  has  like  the  automobile  school,  proved  to  be  very  attrac- 
tive to  boys  of  a  practical  turn  of  mind.  A  preliminary  course  of 
one  semester  is  given  in  order  to  demonstrate  clearly  the  distinc- 
tion between  the  work  of  an  electrician  and  that  of  an  electrical 
engineer.  Through  this  guidance  many  boys  who  have  a  general 
interest  in  electricity,  enter  the  more  advanced  field  of  electrical 
engineering,  and  thus  the  overcrowding  of  the  trades  by  amateurs 
is  prevented. 

The  course  aims  to  give  practical  electrical  work  which  is 
correlated  with  electrical  theory.  The  fundamental  principles 
taught  are  designed  to  afford  a  foundation  for  theoretical  electric- 
ity. It  is,  moreover,  the  aim  to  give  a  vision  of  the  electrical 
field  and  the  occupations  found  therein.  It  trains  for  skilled 
labor  to  the  extent  which  the  time  and  age  of  pupil  permits. 

Agriculture.  The  school  of  agriculture  has  been  in  operation 
for  two  years.  It  is  the  outgrowth  of  an  expression  of  a  number  of 
high  schools  pupils  who  with  the  consent  of  their  parents  wish  to 
follow  agriculture  as  their  life  work.  In  addition  to  giving  a 
general  view  of  agriculture  the  school  seeks  to  aid  those  interested 
in  truck  gardening,  in  fruit  growing  and  in  the  use  of  ornamental 
plants  for  landscape  gardening  and  the  beautifying  of  home 
surroundings.  The  course  covers  the  principles  of  fruit  culture, 
entomology  in  its  practical  bearing  on  the  friends  and  enemies 
of  vegetation  and  the  home,  elements  of  landscape  gardening 
and  city  beartification.  Practical  work  in  field  and  home  projects 
is  required.  The  Technical  grounds  afford  a  wonderful  opportu- 
nity for  the  study  of  general  botany  and  for  the  practical  phases 
of  the  subject  as  applied  to  the  problems  of  agriculture.  In  the 
wooded  portion  of  the  grounds  there  are  soil  and  topographic 
conditions  present  in  sufficient  variety  to  furnish  the  natural 


FINDINGS  AS  TO  SCHOOLS  467 

habitat  for  every  plant,  shrub  and  tree  indigenous  to  Indiana. 
With  such  a  garden  of  nature  fully  developed,  the  prospective 
student  of  agriculture  can  use  this  wonderful  laboratory  to 
familiarize  himself  with  Indiana  vegetation  and  the  possibilities 
of  Indiana  soil  in  a  comprehensive  way  that  could  scarcely  be 
found  anywhere  else.  About  five  acres  of  cleared  ground  are 
used  for  the  practical  field  work  of  the  agriculture  students. 
Everything  considered,  the  opportunities  here  offered  for  practical 
work  in  gardening  in  the  heart  of  a  large  and  rapidly  growing 
city  probably  excel  anything  that  can  be  found  in  any  other 
place. 

Salesmanship.  The  course  in  salesmanship  on  a  vocational 
basis  has  recently  been  organized.  The  course  includes  the  prin- 
ciples of  salesmanship,  problems  in  buying  and  selling  in  important 
commercial  centers,  practical  work  in  down  town  stores,  com- 
merical  arithmetic  and  English  with  special  relation  to  the  de- 
mands of  the  general  course.  The  indications  for  the  successful 
operation  of  the  course  are  very  favorable  for  both  boys  and 
girls,  since  a  definite  articulation  with  the  selling  field  has  been 
arranged.  The  students  are  given  employment  in  the  down  town 
stores  on  Saturdays,  holidays  and  vacations.  For  this  service 
they  receive  pay. 

In  the  theoretical  phase  of  the  work,  two  divisions  are  made — 
one  for  the  boys  and  one  for  the  girls.  The  girls  study  the  princi- 
ples involved  in  the  more  conventional  phases  of  salesmanship, 
such  as  are  met  with  in  the  work  of  the  large  department  stores. 
The  boys  approach  the  subject  in  a  somewhat  more  comprehensive 
manner,  looking  toward  a  more  general  field  of  activity  scattered 
over  a  wide  territory.  Attention  is  given  to  commercial  geogra- 
phy, commercial  arithmetic,  to  local  commercial  organizations 
and  their  methods  of  operation,  and  to  local  houses  and  their 
tributary  sources  of  supply  and  demand  throughout  the  country. 

Selling  is  dealt  with  as  a  high-class  calling  requiring  skill, 
training  and  tact,  together  with  well-grounded  principles  of 
morality  and  honest  dealing.  The  aim  of  the  course  is  to  pro- 
duce sturdy  salesman  of  the  most  efficient  type  for  Indianapolis. 

Shop  and  practice  as  related  to  theory.  In  all  of  these  vocational 
departments  of  the  school  the  shop  and  practice  work  occupy 
approximately  one-half  of  the  student,0'  time.  Drawing  is 
correlated  with  the  shop  work  and  is  given  daily  either  one  or 
two  periods.  In  the  school  of  agriculture  a  plot  of  ground  is 
assigned  to  each  student  for  which  he  pays  a  nominal  rent  derived 


468  INDIANAPOLIS  VOCATIONAL  SURVEY 

from  the  sale  of  products  raised  on  the  ground.  On  this  piece  of 
ground  the  student  gets  his  practice  work.  In  the  school  of 
salesmanship  the  privilege  for  work  granted  by  the  down-town 
stores  affords  the  students  an  opportunity  to  get  their  practice 
work  on  Saturdays  and  holidays.  These  students  have  the 
advantage  of  receiving  pay  for  their  work  in  the  stores. 

Through  these  varied  means  each  vocational  department  has 
either  its  own  shop  in  which  practice  is  given,  or  some  shop 
equivalent  that  affords  actual  practice  in  the  vocation  in  which 
the  student  is  working. 

Required  subjects  in  the  related  group.  The  related  group  of 
subjects  which  the  vocational  students  are  required  to  take  is  dif- 
ferentiated from  the  same  subjects  as  given  in  the  regular  academic 
courses.  Special  teachers  who  are  set  aside  for  this  work  make  a 
thorough  study  of  the  peculiar  needs  of  each  vocation  and  endeavor 
to  modify  and  adapt  the  different  subjects  in  the  manner  that  will 
be  most  advantageous  to  the  student  and  to  the  work. 

Mathematics  presents  a  radical  departure  from  the  ordinary 
academic  type.  The  study  is  made  up  entirely  of  the  mathematics 
needed  in  the  trade.  The  problems  are  selected  from  the  shop  in 
such  a  manner  as  to  arouse  an  interest  for  a  thorough  mastery  of 
the  fundamental  principles  involved,  and  at  the  same  time  to 
develop  the  subject  as  systematically  as  possible  in  order  that  the 
more  difficult  mathematical  applications  may  be  understood  when 
they  arise  in  actual  store,  field  or  shop  practice. 

English  is  given  for  the  purpose  of  arousing  greater  interest 
in  the  mother  tongue  and  a  keener  appreciation  for  the  literature 
of  the  language.  To  this  end  the  approach  to  the  subject  is 
made  through  the  specific  daily  interests.  Compositions,  both 
oral  and  written,  develop  themes  which  may  be  taken  largely  from 
the  vocational  field.  The  selections  in  literature  are  made  with 
the  view  of  giving  an  intelligent  appreciation  of  the  best  literary 
products,  supplemented  whenever  possible  by  productions  that 
give  the  spirit  and  atmosphere  of  the  chosen  vocation. 

Civics,  also,  has  been  completely  transformed  both  in  the  aim 
and  the  method  of  presentation.  It  begins  with  a  view  of  the 
vocational  field  to  the  end  that  each  pupil  may  make  a  wise  and 
permanent  choice  of  an  occupation.  This  is  followed  by  a  study 
of  the  specific  trade,  its  opportunities  and  demands,  in  order  to 
lay  a  foundation  for  the  highest  efficiency  as  a  worker  in  the  field. 
Great  emphasis  is  laid  upon  the  reasons  for  the  State  aiding  the 
individual  to  count  for  more  in  his  chosen  vocation,  in  order  that 


FINDINGS  AS  TO  SCHOOLS  469 

he  may  feel  a  great  obligation  to  the  State  itself.  Finally,  since 
the  State  gives  to  young  people  vocational  vision  and  vocational 
training  they  should  in  turn  give  to  the  State  their  very  best  as 
public-spirited  citizens. 

It  is  very  easy  to  forget  the  original  purpose  our  forefathers 
had  in  mind  in  founding  and  safeguarding  the  perpetuity  of  the 
public  school — the  development  of  an  educated  citizenship  that 
would  be  able  to  administer  wisely  and  justly  the  affairs  of  a 
democracy.  In  vocational  training  particularly,  we  are  likely 
to  give  the  suggestion  that  the  end  of  education  is  the  good  of  the 
individual  and  that  we  are  sending  students  out  in  the  world 
trained  to  be  efficient,  selfish  "dollar-grabbers."  Here  then  is 
the  real  problem  for  vocational  civics  to  help  the  student  to  get 
the  right  relation  in  his  mind  of  individualism  on  the  one  hand  and 
collectivism  as  manifested  in  community  and  national  life  on  the 
other.  Let  the  students  estimate  as  highly  as  they  please  the 
individual  advantages  they  are  deriving  from  their  vocational 
training  but  do  not  let  them  stop  with  that.  They  should  be  led 
to  see  that  individual  development  has  come  as  a  free  gift  from  the 
State  and  the  State  expects  every  man  to  do  his  best  for  every  other 
man.  The  Technical  High  School  grounds  speak  eloquently  of 
the  patriots  of  the  past  who  were  willing  to  lay  down  their  lives 
for  principles  which  the  State  wished  to  defend.  Can  not  civics 
be  taught  in  such  a  way  that  these  students  will  feel  that  the  State 
has  a  duty  for  them  to  perform  in  living  lives  that  contribute  to 
society  the  very  best  products  of  their  toil  that  they  can  produce, 
and  that  in  so  adding  to  the  comfort  and  well-being  of  the  State 
they  are  no  less  patriots  than  the  brave  men  of  the  sixties? 

As  far  as  possible,  civics  will  be  taught  with  the  idea  of  the 
Junior  Community.  Instead  of  taking  the  classes  down  to  the 
Statehouse  and  to  the  city  hall  in  order  to  let  the  boys  see  the  effects 
of  graft  and  other  legislative  evils,  let  them  feel  that  their  State 
is  the  school  community.  In  this  junior  state  let  them  have  an 
opportunity  of  seeing  how  aggressive,  positive  action  for  the 
right  and  for  general  improvement  of  conditions,  operates  to 
uplift  the  whole  community  and  to  make  the  lives  of  all  more 
wholesome  and  efficient.  Positive,  forceful  teaching  of  this  kind 
by  actually  doing  will  result  in  far  more  for  training  a  useful, 
patriotic  citizenship  than  can  be  accomplished  by  presenting  the 
subject  negatively  by  lectures  on  the  evils  that  should  be  avoided. 

High  school  industrial  arts  course.  In  addition  to  the 
vocational  work  provided  for  in  the  all  day  vocational  schools 


470  INDIANAPOLIS  VOATIONAL  SURVEY 

the  following  industrial  and  art  courses  are  given  at  the  Technical 
High  School:  Woodworking,  pattern-making,  mechanical  draw- 
ing, architectural  drawing,  domestic  arts,  domestic  science  and 
freehand  drawing.  * 

The  course  in  woodworking  includes  bench  work,  wood 
turning  and  cabinet  construction  and  extends  over  one  year. 
The  bench  work  gives  practice  in  the  use  of  hand  tools  and  the 
making  of  a  simple  piece  of  furniture.  The  second  half  of  the 
year  is  devoted  to  preliminary  work  in  the  use  of  the  wood  turning 
lathe  and  the  making  of  one  or  more  pieces  involving  construction 
in  wood.  In  both  semesters  the  students  are  required  to  take 
allied  drawing  in  which  they  design  their  constructive  work. 
The  course  in  pattern-making  covers  one  year's  work.  Five 
exercises  are  given  first  which  involve  the  fundamental  principles 
of  pattern-making.  The  student  is  then  allowed  for  the  remainder 
of  the  year  to  do  individual  work  according  to  his  ability.  Some 
instruction  in  the  principles  of  foundry  practice  is  given  in  con- 
nection with  this  course. 

The  course  in  mechanical  drawing  is  allied  with  shop  work, 
wherever  possible  and  the  entire  course  is  a  graduated  system. 
The  course  covers  three  years.  The  course  in  architectural  draw- 
ing involves  the  study  of  building  construction  in  detail  and  the 
conventional  technique  of  drawing.  The  course  covers  two 
years. 

The  course  in  domestic  science  requires  two  years.  The 
first  year  is  devoted  to  the  study  of  foods  with  reference  to  their 
preparation  and  use;  the  second  year  takes  up  the  planning  and 
serving  of  meals  or  foods  in  combination.  The  course  is  intended 
to  create  efficiency  in  the  home  and  to  teach  economical  buying. 

The  course  in  freehand  drawing  extends  over  four  years.  It 
involves  instruction  in  lettering,  perspective,  color  study,  work 
from  living  models  and  applied  art.  The  aim  is  to  create  artistic 
appreciation  and  the  ability  to  improve  one's  environment. 

In  presenting  this  general  view  of  the  vocational  work  of 
Technical  High  School  many  of  the  difficulties  that  have  been 
encountered  have  not  been  mentioned.  It  should  be  remembered 
that  this  is  truly  a  pioneer  school,  and  that  all  the  vexing  problems 
that  a  beginning  institution  must  struggle  with  have  been  present 
in  every  step  that  has  been  taken.  The  school  has  grown  in  four 
and  one-half  years  from  183  to  approximately  2,000.  The  ques- 
tion of  organization  for  this  rapidly  increasing  student  body,  the 
task  of  supplying  sufficient  classrooms  and  laboratories,  and  the 


FINDINGS  AS  TO  SCHOOLS  471 

problem  of  adapting  the  old  equipment  to  the  present  conditions 
and  providing  the  great  quantity  of  new  equipment  needed  for  the 
added  lines  of  vocational  work,  have  required  so  much  time  and 
planning  that  the  vocational  program  outlined  above  has  not 
been  as  fully  perfected  in  many  points  as  is  desired.  However, 
the  goal  for  which  the  directors  are  striving  is  to  make  of  Techni- 
cal High  School  a  real  vocational  center  for  Indianapolis.  When 
the  many  extensive  improvements  that  are  now  under  way  are 
completed  and  when  others  being  considered  are  realized,  the 
leaders  in  the  work  will  be  able  to  feel  that  the  real  and  the  ideal  are 
no  longer  strangers. 


PART  V. 


APPENDIX. 


Table   1 — Day  Vocational   Courses  in  the  Technical   High    School — 

1915-16. 


Day  Vocational  Courses 


COURSE  AND  SUBJECT 
TAUGHT 

Number 
of 

classes 

Hours 
per 
week 

Enrollment 

Average 
atten- 
dance 

Male 

Fe- 
male 

Machine  shop  practice: 
Total  

37 
15 
10 
5 
5 
2 

27 
10 
5 
5 
5 
2 

43 
25 
5 
5 
5 
2 
1 

33 
33 
33 
33 
33 
33 

32 
32 
32 
32 
32 
32 

18 
18 
18 
18 
18 
18 
18 

26 
26 
26 
26 
26 
26 

24 
24 
24 
24 
24 
24 

15 
15 
15 
15 
15 
15 
15 

Machine  shop  work  

2 
2 
2 
2 
2 

Mechanical  drawing  

Mathematics  

English  

Civics  

Auto   construction   and   re- 
pair: 
Total  

Shop  work  

2 
2 
2 
2 
2 

Mechanical  drawing  

Mathematics  :  

English  

Civics  

Printing  : 
Total  

Shop  work  

2 
2 
2 
2 

2 
2 

Mathematics  

Art  

English  

Civics  

Hygiene  

(473) 


474 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  1 — Day  Vocational    Courses  in  the  Technical  High  School — 

1915-16 — Continued. 


COURSE  AND  SUBJECT 
TAUGHT 

Day  Vocational  Courses 

Number 
of 
classes 

Hours 
per 
week 

Enrollment 

Average 
atten- 
dance 

Male 

Fe- 
male 

Electricity: 
Total  

32 
10 
5 
5 
5 
5 
2 

47 
10 
10 
10 
5 
5 
5 
2 

32 
10 
5 
5 
5 
5 
2 

72 
72 
72 
72 
72 
72 
72 

23 
23 
23 
23 
23 
23 
23 
23 

58 
58 
58 
58 
58 
58 
58 

15 
15 
15 
15 
15 
15 
15 
15 

15 
15 
15 
15 
15 
15 
15 

Shop  work  

2 
1 
1 
1 
1 
1 

Electrical  theory  

Drawing  

Mathematics  

English  

Civics  

Agriculture: 
Total  

Horticulture  

1 
1 
1 
1 
1 
1 
1 

Floriculture  

Gardening  

Poultry  

Mathematics  

English  

Civics  

Salesmanship: 
Total  

18 
18 
18 
18 
18 
18 
18 

Employment  

1 
1 
1 
1 
1 
1 

Theory    

Mathematics  

Commercial  geography  .  .  . 
English  

Civics        .        .         

APPENDIX 


475 


Table  2 — Evening  Vocational  Courses  in  High  Schools — 1915-16. 


SCHOOL.  AND  COURSE 

Evening  Vocational  Courses 

Number 
of 
classes 

Number 
of 
sessions 

Hours 
per 
week 

Enrollment 

Average 
atten- 
dance 

Male 

Female 

Manual    Training    High 
School: 
Auto  construction  and  re- 
pair                  

1 
1 
1 

1 

1 

1 
l 
1 
2 

1 

1 
2 
3 
1 

2 
2 

1 

1 
1 

77 
74 
39 
77 

77 

25 
32 

72 
77 

75 

77 
37 
40 
38 

6 
6 
3 
6 

6 

3 
3 
6 
3 

6 

6 
3 
3 
3 

6 
6 

2 

2 
2 

18 
35 
16 
30 

40 

8 
18 
20 
66 

32 
36 

8 
14 
7 
13 

10 

3 

6 
9 
29 

12 

16 
14 
9 
13 

33 
20 

13 

15 
9 

Architectural  drawing  .  .  . 
Carpentry  

Drawing  for  carpenters  .  . 
Drawing  for  sheet-metal 
workers  

Drawing  and  shop  work 
for  carpenter's  appren- 
tices   

Forging,  tools  

Chemistry  industrial  .... 
Machine  shop  work  
Machine     drawing     and 
blueprint  reading  
Pattern  and  cabinet-mak- 
ing   

Cooking     

80 
87 
35 

Sewing  

Millinery  

Technical  High  School: 
Electrical  workers  

57 
96 

23 

29 
11 

Auto  construction  

Course       for       assistant 
pressmen                   .  .  . 

Advanced    course    for 
pressmen  

Cost  accounting  

476  INDIANAPOLIS  VOCATIONAL  SURVEY 

Table  3 — Part-time  Vocational  Courses  in  High  Schools — 1915-16. 


SCHOOL  AND  COURSE 

Part-time  Vocational  Courses 

Number 
of 
classes 

Duration 
of 
course 

Hours 
per 
week 

Enrollment 

Average 
atten- 
dance 

Male 

Female 

Manual      Training      High 
School: 
Home  dressmaking  

1 
1 

1 
1 
1 

2 

18  after- 
noons 
135  after- 
noons 

4  months 
6  months 
6  months 

6  months 

4 
2 

4 
4 

4 

2 

21 
35 

38 
15 
13 

45 

Home  planning  

Technical  High  School: 
Sewing  

25 
9 

Cooking  

Millinery  

Shortridge  High  School: 
Commercial  art*  

22 

*Fee  for  tuition  $1.00.     Class  meets  on  Saturday  from  1 :30  to  3:30. 


Table  4 — Prevocational  Work  in  Elementary  Grades — 1915-16. 


SCHOOL 

Number  of  classes 

Grades  in 
which 
subject 
is 
taught 

Enrollment 

Having  per  week 

Total 

One  90 
minute 
period 

Two  90 
minute 
periods 

Three  90 
minute 
periods 

Male 

Female 

Total  69  schools 
2  

Elementary  Manual  Training 

101 
2 
2 
2 
1 
2 
2 
2 
2 
2 
2 
1 
2 
2 
2 

101 
2 
2 
2 
1 
2 
2 
2 
2 
2 
2 
1 
2 
2 
2 

3A-8A 
4A-5A 
4B-6A 
4B-5A 
4A-6B 
4B-6B 
4A-6B 
4B-5A 
4A-6B 
4B-6B 
3A-5B 
4A-5A 
4B-6A 
4B-6B 
3A-6A 

3,938 
81 
81 
78 
38 
90 
72 
82 
84 
72 
81 
32 
75 
102 
62 

3  

4  

5  

6  

7  

9.  ... 

10  

11  

12  

13  

14  

15  

16  

APPENDIX 


477 


Table  4 — Prevocational  Work   in   Elementary  Grades — 1915-16 — 

Continued. 


SCHOOL 

Number  of  classes 

Grades  in 
which 
subject 
is 
taught 

Enrollment 

Total 

Having  per  week 

One  90 
minute 
period 

Two  90 
minute 
periods 

Three  90 
minute 
periods 

Male 

Female 

18  

Elementary  Manual  Training,  —  Continued. 

1 

1 
2 
1 
2 
2 
1 
1 
2 
1 
2 
2 

1 
2 
2 
1 
1 
2 
1 
1 
2 
1 
4 
1 
2 
2 
2 
1 
2 
1 
2 
2 
3 
2 
1 
2 
2 
1 
2 
2 
1 
3 
1 
1 
2 
1 

1 
1 
2 
1 
2 
2 
1 
1 
2 
1 
2 
2 
1 
2 
2 
1 
1 
2 
1 
1 
2 
1 
4 
1 
2 
2 
2 
1 
2 
1 
2 
2 
3 
2 
1 
2 
2 
1 
2 
2 
1 
3 
1 
1 
2 
1 

4A-5A 
4A-4B 
3A-5A 
5B-6B 
3A-5A 
4B-5B 
4B-5A 
4A-6B 
4B-4A 
4A-6B 
4B-5A 
3A-5A 
4A-5A 
4A-6B 
4A-6B 
4A-5A 
4A-5A 
3A-5A 
4B-5A 
4A-6B 
3A-6B 
4B-4A 
4B-6B 
4B-5B 
4B-6B 
4B-6B 
4B-5A 
4B-5A 
4B-5A 
4A-7A 
3A-5A 
4B-6B 
4B-5A 
4B-5A 
3A-6B 
4A-6B 
4B-6B 
3A-5A 
3A-5A 
4B-6B 
3A-7A 
4B-6B 
4B-5A 
4A-6A 
4A-5A 
4B-5A 

44 
19 
90 
42 
82 
67 
32 
41 
57 
42 
86 
75 
40 
82 
78 
44 
50 
84 
20 
43 
80 
20 
159 
26 
62 
75 
83 
50 
86 
20 
92 
93 
116 
67 
34 
89 
75 
41 
94 
84 
43 
132 
50 
28 
66 
25 

*19  

20  

21  

22  

*23  .  .  .  

24  

25  

*26  

27  

28  

29  

31  

32  

33  

34  

35  

36  

*37  

38  

39  

*40  

41  

*42  

43  

44  

45  

46  

47  

48  

49  

50  

51  

52  

53  

54  

55  

56  

57  

58  

59  

60  

61  

62  

66  

*68  

478 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  4 — Prevocational  Work  in  Elementary  Grades — 1915-16 — 

Continued. 


SCHOOL 

Total  29  shops.  . 
1  

Number  of  classes 

Grades  in 
which 
subject 
is 
taught 

Enrollment 

Total 

Having  per  week 

One  90 
minute 
period 

Two  90 
minute 
periods 

Three  90 
minute 
periods 

Male 

Female 

Bench  Woodwork 

250 
2 
11 
9 
6 
15 
9 
5 
12 
5 
9 
11 
9 
13 
9 
4 
14 
10 
5 
5 
13 
13 
5 
8 
10 
6 
7 
11 
13 
1 

208 

38 
2 

4 

4,652 
33 
218 
180 
118 
282 
161 
93 
237 
79 
181 
222 
99 
250 
162 
82 
288 
192 
91 
102 
240 
211 
105 
149 
180 
128 
121.  . 

5-6-7-8 
6-7-8 
7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
7-8 
6-7-8 
5-6-7-8 
6-7-8 
5-6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
6-7-8 
5-6-7-8 

3  

11 
6 
3 
15 
9 
1 
12 
5 
3 
11 
7 
13 
4 
4 
14 
10 
3 
5 
13 
12 
1 
8 
6 
6 
2 
11 
12 
1 

8  

3 
3 

g 

10  

11  

12.    .  .    . 

4 

15  

16  

*17  

6 

18 

*23  

2 

25  

*26  

5 

35 

39 

41  

43  

2 

44. 

45 

49  

1 

50  

4 

51  

52        

4 

54 

55  

2 

3 

57 

202 
228 
18 

60    

1 

*63  

Total  8  centers. 
8 

Mechanical  Drawing 

41 
9 
5 

4 
3 
7 
4 
5 
4 

41 
9 
5 

4 
3 

7 
4 
5 
4 

7-8 
7-8 
7-8 
7-8 
7-8 
7-8 
7-8 
7-8 
7-8 

749 
180 
97 
71 
52 
104 
110 
82 
53 

g 

12 

16  

17 

49  

52  

56  

APPENDIX 


479 


Table  4 — Prevocational  Work  in  Elementary  Grades — 1915-16 — 

Continued. 


SCHOOL 

Number  of  classes 

Grade 
whi 
subj 
is 
taug 

ss  in          Enrollment 
ch 
act 

Having  per  week 

Total       One  90 
minute 
period 

Two  90 
minute 
periods 

Three  90 
minute 
periods 

ht 
Male      Female 

Total  11  shops.. 
4   ... 

Printing 

49 
3 
4 
6 
4 
3 
7 
7 
6 
1 
3 
5 

39 

9 
3 

1 

7-8 
7-8 
7-8 
7-8 
7-8 
7-8 
7-8 
7-8 
7-8 
7A 
7-8 
7-8 

873 
58 
73 
118 
52 
64 
134 
107 
93 
17 
64 
93 

g 

4 
6 
2 
3 
7 
3 
6 

12  

26      .. 

2 

39  

41  

49  

4 

52 

55  

1 

57  

3 

5 

60.  . 

17  

Electricity 

2 

2 

38 

Total  2  shops.  .  . 
17  

Shoe  Repairing 

7 
4 
3 

7 
4 
3 

• 

7-8 
7-8 
7-8 

130 

87 
43 

26  

26  

Tailoring 

1 

1         6-7-8                   16 

Total  62  schools 
2  

Domestic  Art  —  Technical  and  Practical 

225             187 
3                  3 
3                  3 
6                  6 
1                  1 
6                  6 

38 

2-8 
4-5H 
4-5H 
4-5-6-' 
4-5 
4-5-6-' 

5,992 
100 
96 
129 
49 
133 

5 

3  

| 

4  

7-8     .    .    . 

5  

6  

r-8 

480 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  4 — Prevocational  Work  in  Elementary  Grades — 1915-16 — 

Continued. 


SCHOOL 

Number  of  classes 

Grades  in 
which 
subject 
is 
taught 

Enrollment 

Total 

Having  per  week 

One  90 
minute 
periods 

Two  90 
minute 
periods 

Three  90 
minute 
period 

Male 

Female 

7  

Domestic  Art  —  Technical  and  Practical 

3 
9 

8 
3 
1 
9 
1 
3 
3 
6 
8 
3 
1 
3 
1 
2 
4 
4 
1 
9 
1 
2 
3 
2 
2 
3 
2 
1 
3 
1 
1 
5 
2 
12 
3 
4 
2 
3 
2  ' 
2 
1 
8 
7 

3 
9 

4 
3 
1 
4 
1 
3 
3 
6 
1 
3 
1 
3 
1 
2 
4 
4 
1 
6 
1 
2 
3 
2 
2 
3 
2 
1 
3 
1 
1 
5 
2 
12 
3 
4 
2 
3 
2 
2 
1 
4 
7 

4-5-6 
6-7-8 
4-5-6-7-8 
4-5-6 
4-5 
4^5-6-7-8 
4-5 
4-5-6 
4-5-6 
4-5-6-7-8 
6-7-8 
4-5-6 
5-6-7 
4-5-6 
4-5 
4-5-6 
4-5-6 
4-5-6 
4-5 
4-5-6-7-8 
4-5-6 
4-5-6 
4-5-6 
4-5-6 
4-5-6 
4-5-6 
4-5-6 
4-5 
4-5-6 
4-5-6-7 
4-5-6 
4-5-6-7-8 
4-5-6 
4-5-6-7-8 
4-5-6-7 
4-5-6-7-8 
4-5 
4-5-6 
4-5-6 
4-5-6 
4-5-6-7 
4-6-6-7-8 
4-5-6-7-8 

85 
164 
168 
93 
34 
168 
43 
94 
89 
165 
170 
108 
10 
90 
43 
70 
101 
124 
38 
160 
34 
74 
120 
53 
66 
85 
67 
44 
92 
40 
46 
129 
63 
302 
51 
96 
73 
88 
61 
71 
37 
218 
183 

8  

9  

4 

10  

11  

12  

5 

13  

14  

15  

16  

17  

7 

18  

19  

20  

21  

22  

23  

24  

25  

26  

3 

27  

28  

29  

31  

32  

33  

34  

35  

36  

37  

38  

39  

40  

41  

42  

43  

44  

45  

46  

47  

48  

49  

4 

50  

APPENDIX 


481 


Table  4 — Prevocational  Work  in  Elementary  Grades — 1915-16 — 

Continued. 


SCHOOL 

Number  of  classes 

Grades  in 
which 
subject 
is 
taught 

Enrollment 

Total 

Having  per  week 

One  90 
minute 
period 

Two  90 
minute 
periods 

Three  90 
minute 
periods 

Male 

Female 

X 

51  

Practical  Art  —  Technical  and  Practical  —  Continued. 

7 
10 
1 
3 
9 
1 
5 
2 
1 
8 
2 
1 
1 
1 

7 
2 
1 
3 
4 
1 
5 
2 
1 
6 
2 
1 
1 
1 

4-5-6-7-8 
4-5-6-7-8 
4-5-6 

188 
244 
38 
83 
214 
41 
141 
64 
25 
204 
55 
16 
52 
10 

52  

8 

53  

54  

4-5-6 

55  

5 

4-5-6-7-8 
4-5 
4-5-6-7-8 
4-5 
2345678 
4-5-6-7-8 

56  

57  

58  

59  

60  

2 

61.  .  

4-5-6 
4-5-6 
4^5-6-7-8 
4-5-6-7-8 

63  

64  

65  

Total  23  schools 
3  

Cooking 

211 
6 
9 
8 
8 
15 
10 
11 
15 
13 
14 
6 
10 
9 
3 
11 
11 
8 
6 
7 
7 
9 
14 
1 

177 
6 
4 
2 
8 
15 
5 
11 
15 
12 
14 
6 
10 
9 
3 
11 
7 
8 
6 
1 

34 

6B-8A 
6A-8A 
6A-8A 

4,290 
144 
165 
141 
142 
300 
135 
210 
274 
168 
312 
107 
197 
157 
60 
470 
216 
147 
125 
142 
152 
243 
265 
18 

8  

5 
6 

9  

6A-8A 
6A-8A 
6A-8A 
6A-8A 
6A-8A 

10  

11  

12  

5 

13  

17  (Col.)  

6-7-8 

26  (Col.)  
33  

1 

7-8 
6A-8A 

35  

6A-8A 

6A-8A 
6A-8A 
6A-8A 
6A-8A 

39  

41  

44  

45  

49  

4 

6 

7 

6A-8A 

50  

6A-8A 
6A-8A 
6A-8A 
6A-8A 
6A-8A 
6A-8A 

51  

52  

55  

58  

9 
14 
1 

60  

66  

6A-8A 

6647—31 


482 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  5 — District   School   Manual  Training — Individual  Projects  in 
Wood  Completed  in  1915-1916. 


No. 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 
10. 
11. 
12. 
13. 
14. 
15. 
16. 
17. 
18. 
19. 
20. 
21. 
22. 
23. 
24. 
25. 
26. 
27. 
28. 
29. 
30. 
31. 
32. 
33. 
34. 
35. 
36. 
37. 
38. 
39. 
40. 
41. 
42. 
43. 
44. 
45. 
46. 


Project. 


Amount. 


Aerials  (wireless) 12 

Air  wheels 7 

Alarm  clock  shelf 35 

Arithmetic  boards  19 

Arrow  bow 3 

Auto  creeper 2 

Baskets 51 

Bed  legs 2 

Bench  hooks 53 

Billfile 637 

Bird  houses 197 

Blotter  pad 2 

Blueprint  frame 6 

Boar 30 

Box 48 

Box  for  ties 1 

Box  of  drawers 1 

Boot  jack 3 

Book  ends 64 

Bookcase 11 

Book  rack 788 

Book  rests 15 

Bookstall 81 

Book  trough 8 

Bottle  rack 1 

Bow  guns 2 

Bracket  shelf 30 

Bread  boards 919 

Broom  holder 602 

Broom  rack 206 

Brooder 1 

Brush  broom  rack 14 

Butter  paddle 7 

Button  rack 2 

Cabbage  board 1 

Calendar  rack 26 

Camp  stool 450 

Candle  sconce 2 

Candlestick 294 

Canoe  paddle 7 

Cane 1 

Cane  stool 1 

Cardrack 39 

Card  table 20 

Carum  board  stand 5 

Cement  float..  1 


No. 

47. 
48. 
49. 
50. 
51. 
52. 
53. 
54. 
55. 
56. 
57. 
58. 
59. 
60. 
61. 
62. 
63. 
64. 
65. 
66. 
67. 
68. 
69. 
70. 
71. 
72. 
73. 
74. 
75. 
76. 
77. 
78. 
79. 
80. 
81. 
82. 
83. 
84. 
85. 
86. 
87. 
88. 
89. 
90. 
91. 
92. 


Project. 


Amount. 


Center  table 1 

Chairs 27 

Checker  board 67 

Checker  puzzle 69 

Chicken  trough 1 

Chicken  feeder 1 

Chest 17 

Child's  table 8 

Cigar  stand 8 

Clock  frame 4 

Clock  shelves 148 

Clothes  horse 4 

Clothes  prop 3 

Clothesrack 39 

Coaster I," 

Coat  hanger 387 

Coat  and  hat  rack 250 

Coat  and  trousers  hanger. .  28 

Coat  rack 16 

Collar  box 8 

Comb  and  brush  holder. .  .  5 

Comb  tray 3 

Cooling  box 1 

Customer 78 

Cradle 5 

Crock  rack 11 

Cupboard 5 

Cutting  boards 51 

Davenport 1 

Deadfall 1 

Desk 9 

Desk  chair 1 

Desk  (writing) 7 

Detector  cage 1 

Doll  bed 39 

Doll  chair 6 

Doll  table 20 

Door  stops 37 

Dough  board 5 

Drawers 1 

Drying  towel  rack 8 

Drawing  board 1 

Drum  rack 1 

Drumsticks 20 

Dustpan 28 

Dutch  footstool..              .  110 


APPENDIX 


483 


Table  5 — District  ScHool   Manual   Training — Individual   Projects   in 
Wood  Completed  in  1915-1916 — Continued. 


No. 

93. 
'94. 

95. 

96. 

97. 

98. 

99. 
100. 
101. 
102. 
103. 
104. 
105. 
106. 
107. 
108. 
109. 
110. 
111. 
112. 
113. 
114. 
115. 
116. 
117. 
118. 
119. 
120. 
121. 
122. 
123. 
124. 
125. 
126. 
127. 
128. 
129. 
130. 
131. 
132. 
133. 
134. 
135. 
136. 
137. 
138. 


Project. 


Amount.      No. 


Project. 


Amount. 


Easel 3  139. 

Electric  hotplate 1  140. 

Electric  lamp 6  141. 

Elliptical  bread  board 19  142. 

Envelope  case 2  143. 

Fern  stand 34  144. 

File  box 4  145. 

Flagstaff 29  146. 

Flaskrack 2  147. 

Floor  broomholder 21  148. 

Floorlamp 6  149. 

Floorlamp  post 4  150. 

Flour  bin 1  151. 

Flower  box 16  152. 

Flower  stand 288  153. 

Fly-swatter 51  154. 

Fly-trap 1  155. 

Footstool 341  156. 

Fox  and  geese  board 28  157. 

Frame 1  158. 

Game  board 320  159. 

Game  (250) 46  160. 

Game  (500) 19  161. 

Gate 1  162. 

Glove  box 33  163. 

Goat  wagon 3  164. 

Gobang  board 46  165. 

Gocycle 2  166. 

Godevil 3  167. 

Golf  club  holder 1  168. 

Grocery  list 11 

Gun 2  169. 

Halltree. 189  170. 

Handkerchief  box 37  171. 

Hanging  basket 9  172. 

Hatrack 45  173. 

Hotplate 5  174. 

Ink-holder 4  175. 

Inkstand 59  176. 

Ironing-board 37  177. 

Jardinere  stand 74  178. 

Jumping  standards 10  179. 

Kitchen  rack 1  180. 

Kitchen  set  (toy) 1  181. 

Kitchen  table 2  182. 

Kite..  22  183. 


Kite  rack 1 

Kite  reel 47 

Kite  sail 2 

Knife  box 2 

Knife  and  fork  box 22 

Ladies  desk 2 

Ladder 4 

Lamp 29 

Lamp  stand 1 

Leg  rest 3 

Letterbox 1 

Letter  file 34 

Letter  rack 19 

Library  table 4 

Linen  chest 4 

Loom 7 

Luggage  carrier 3 

Magazine  rack 532 

Magazine  case 3 

Mailbox 28 

Marble  bridge 207 

Matchbox 54 

Match  striker 2 

Meat  or  bread  board 20 

Mechanobox 14 

Medicine  cabinet 195 

Milk  box 1 

Model  aeroplane 64 

Model  yacht 22 

Mount  for  telegraph  in- 
struments    1 

Music  cabinets 6 

Music  stands 7 

Nail  box 74 

Nameplate 23 

Necktie  rack 104 

Nine-men-morris 9 

Oats  chute 1 

Paper  rack 4 

Paper  spindle 7 

Pedestal 108 

Pen  and  ink  tray 6 

Pen  tray 60 

Piano  bench 21 

Picture  frame 19 

Picture  stand . .  1 


484 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  5 — District  School  Manual    Training — Individual   Projects   in 
Wood  Completed  in  1915-1916 — Continued. 


No. 

184. 
185. 
186. 
187. 
188. 
189. 
190. 
191. 
192. 
193. 
194. 
195. 
196. 
197. 
198. 
199. 
200. 
201. 
202. 
203. 
204. 
205. 
206. 
207. 
208. 
209. 
210. 
211. 
212. 
213. 
214. 
215. 
216. 
217. 
218. 
219. 
220. 
221. 
222. 
223. 
224. 
225. 
226. 
227. 
228. 
229. 


Project. 


Amount.      No. 


Project. 


Amount. 


Pin  cushion 5  230. 

Pin  tray  or  holder 3  231. 

Pioneer  wagon 3  232. 

Plant  box 1  233. 

Plant  stand 19  234. 

Plate  rack 22  235. 

Plate  rail 1  236. 

Pool  table 2  238. 

Porch  chair 1  239. 

Porch  swing 17  240. 

Postcard  holder 157  241. 

Pressing  board 5  242. 

Propellor 35  243. 

Pushbutton 35  244. 

Pushmobile 2  245. 

Puzzle  board 207  246. 

Rabbit  cage 1  247. 

Receipt  box 37  248. 

Repairwork 34  249. 

Ring  toos 323  250. 

Rocker 15  251. 

Roller  towel  rack 15  252. 

Rolling  pin 20  253. 

Rope  winder 176  254. 

Round  top  table 1  255. 

Roundup 236  256. 

Sandpaper  block 319  257. 

Sawhorse 2  258. 

Sconce 1  259. 

Scoop 81  260. 

Screen 18  261. 

Seat  board 3  262. 

Sectional  bookcase  base. . .  1  263. 

Serving  tray 9  264. 

Settee 1  265. 

Sewing  cabinet 45  266. 

Sewing  stand 1  267. 

Shades  (lamp) 14  268. 

Shelves 42  269. 

Shining  kit 34  270. 

Shirtwaist  box 8  271. 

Shoe-shining  stand 24  272. 

Show  wagon 1  273. 

Skatmobile 37  274. 

Skis -18  275. 

Sled..                                  .  281  276. 


Sled  (bob) 19 

Sleeve  board 326 

Slipper  box 10 

Smoking  stand 16 

Solitaire  game 134 

Speed  wagon 3 

Spice  cabinet 1 

Spin  game 1 

Spool  holder 310 

Square  taboret 40 

Stand  for  tubs 1 

Star  puzzle 248 

Steamer  chair 7 

Stilts 19 

Stool 37 

Stove  (electric) 2 

String  winder 4 

Suitcase  stand 3 

Swing 3 

Swing  board 10 

Switchboard 1 

Table 64 

Taboret 610 

Target 1 

Tea  block 51 

Teapot  stand 28 

Tea  table 3 

Tea  wagon 1 

Telegraph  key 1 

Telegraph  set 12 

Telephone  stand 89 

Telephone  taboret 1 

Test  tube  rack 1 

Three-in-a-row 1 

Tee  squares 1 

Tierack 680 

Tool  chest 27 

Tool  rack 1 

Toothbrush  holder 85 

Towel  rack 131 

Towel  roller 77 

Trellis 3 

Tuning  coils 3 

Typewriter  table 1 

Umbrella  stand 11 

Upholstered  footstool 35 


APPENDIX 


485 


Table  5 — District  School   Manual    Training — Individual   Projects   in 
Wood  Completed  in  1915-1916 — Continued. 


No.  Project. 

277.  Vise  faces 

278.  Victrola  stand. 

279.  Vine  rack.. 


Amount. 
4 
1 
1 


280.  Wagon  bed 6 

281.  Wall  book  shelf 5 

282.  Wall  cabinet 4 

283.  Wall  sconce 33 

284.  Waste  basket 6 

285.  Whisk  broom  holder 84 

286.  Windmill 5 

287.  Window  box 9 

288.  Window  stick 48 

289.  Window  screens 3 

290.  Wireless  basket 1 

291.  Wireless  box..  25 


No.  Project.               Amount. 

292.  Woven  top  stool 82 

293.  Writing  table 9 

294.  Crochetrack 90 

295.  Salt  board 73 

296.  Pigeon  traps 1 

297.  Pitchfork 1 

298.  Snow  shovel 4 

299.  Telephone  holder 1 

300.  Ruler 50 

301.  Sundial 3 

302.  'Pigeon  trough 4 

303.  Tackle  box 1 

304.  Weather  vane..  11 


Total 16,757 


Table   6 — District    School    Manual    Training — Productive    Report   of 
Work  Done  for  the  Schools— 1915-1916. 


No. 

DESCRIPTION  OF  ARTICLE 

Cost 
df 
Material 

Esti- 
mated 
Com- 
mercial 
Value 

Total 
Value 

Shop  No.  1 
2 

Loom  benches 

$4  00 

$10  00 

1 

Waste  basket  .    . 

.35 

.75 

3 

Tooth  brush  boxes  

.15 

.30 

$11.05 

Shop  No.  3. 
1 

Locker  

15.00 

25.00 

1 

Bicycle  rack  

5.00 

10.00 

$35.00 

Shop  No.  8 
8 

Sewing  tables  

\ 

1 

Cutting  table  

J  40.85 

118.00 

1 

Locker  

32.04 

50.00 

1 

Book  shelf  

.65 

1.00 

1 

Bulletin  frame  

.21 

.50 

1 

Short  stock  rack  

2.00 

3.00 

1 

Stain  cabinet  

20.00 

1 

Desk  

4.25 

8.00 

1 

Halltree  

.80 

2.00 

$202  .  50 

Shop  No.  9 
1 

Post  office  box  

.75 

1.50 

1 

Medicine  cabinet  

.80 

2.00 

Map  sticks  

.40 

.80 

1 

Drawing  case  

1.60 

3.00 

486 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table   6 — District    School    Manual   Training — Productive    Report   of 
Work  Done  for  the  Schools — 1915-1916 — Continued. 


No. 

DESCRIPTION  OF  ARTICLE 

Cost 
of 
Material 

Esti- 
mated 
Com- 
mercial 
Value 

Total 
Value 

1 

Stain  cabinet  

1.00 

2.00 

1 

Tool  rack  

1.00 

2.00 

1 

Paper  cutter  stand  

.90 

2.25 

1 

Drying  rack  

1.40 

2.75 

1 

Desk  top  

.72" 

1.50 

1 

Portfolio  cabinet  

7.50 

15.00 

$32.80 

Shop  No.  10 
1 

Window  box  

.75 

1.50 

1 

Screen  

2.35 

5.00 

1 

Supply  cabinet  

.    12.00 

17  00 

$23.50 

Shop  No.  11 
6 

Stools  

1.50 

6.00 

2 

Bird  houses  

2.75 

8.00 

$14.00 

Shop  No.  IS 
2 

Medicine  cabinets  

4.00 

8.00 

2 

Horses  for  loom  

.50 

1.00 

1 

Seat  for  loom  

1.00 

2.50 

1 

Reel  for  loom  

1.40 

10.00 

1 

Spool  rack  for  loom  

.40 

1.00 

1 

Stand  for  reel  

.80 

1.50 

10 

Book  racks  

1.40 

5.00 

4 

Templates  for  loom  

.75 

4.00 

4 

Bobbin  shuttles  for  loom  

.25 

5.00 

1 

Table  

1.00 

2.00 

1 

Halltree  

1.40 

2.50 

1 

Filing  box  

.10 

.75 

6 

Heddle  racks  for  loom  

.25 

1.00 

4 

Try  square  boxes  

.50 

2.00 

4 

Type  case  stands  

21.00 

50.00 

1 

Sand  table  

1.00 

2.00 

1 

Wand  rack  

.75 

1.50 

1 
1 

Peddle  adjustment  for  loom..  . 
Pen  and  ink  tray  

.25 
.10 

,75 
.50 

1 
1 

Box  for  mechanical  drawing  .  . 
Brass  rule  case  

.75 
1.00 

1.50 
1.50 

$103.95 

Shop  No.  15 

Ceiling  or  lining  staining  room 
Moving  or  replacing  staining 
cabinet  

.50 
1.50 

2.00 
5.00 

•- 

Moving,  cutting  and  replacing 
wall  cabinets  

.50 

1.00 

APPENDIX 


487 


Table  6 — District  School    Manual    Training — Productive    Report  of 
Work  Done  for  Schools — 1915-1916 — Continued. 


No. 

DESCRIPTION  OF  ARTICLE 

Cost 
of 
Material 

Esti- 
mated 
Com- 
mercial 
Value 

Total 
Value 

Shelves  and  horses   to  hold 
shelves  

90 

1  00 

2 

Tops  for  old  tables  

1  00 

6  00 

1 

Large  fireplace  for  commence- 
ment exercises  

1  50 

2  00 

1 
1 

Refinishing  and  glued  table  .  .  . 
Fort  frame  covered  with  paper 
and  lined  to  represent  stone 
Log  cabin  

.60 

.75 
50 

3.00 

1.00 

2  00 

1 

Form  framed  and  dressed  to 
represent  a  man  for  history 
play  

.25 

1 

Frame  for  play  

.50 

.75 

1 

Small  bookcase  and  table  

1  50 

5.00 

$28.75 

Shop  No.  16 

Book  shelves  

.54 

1.50 

Loom  shelves  

.90 

4.00 

$5.50 

Shop  No.  17 
1 

Chair  

1  00 

4  50 

2 

Bucks  

1  60 

3  04 

3 

Pressing  boards  

1  25 

2  13 

3 

Pants  boards  

80 

1.16 

1 
1 
1 

Table  for  sewing  department  . 
Table  for  sewing  department  . 
Loom  

2.00 
1.50 

52 

3.20 
2.14 
1.72 

16 

Stools  

3  84 

12.00 

1 

Cobblers  table  

4.96 

9.96 

1 

Bulletin  board  

.16 

.66 

1 

Medicine  cabinet  

1  50 

3  50 

4 

"Keep  off  the  grass  "signs.  .  .  . 
Painting  cupboard  

.40 
.50 

.60 
1.00 

Repairs  on  table  

.20 

.70 

1 

General  tool  rack  

4.50 

10.50 

1 

Special  tool  rack  

2  25 

6  25 

1 

Rack  for  saws  

.56 

1.56 

1 

Rack  for  jack  planes  

.48 

1.48 

1 

Holder  for  clamps  

1.37 

3.37 

1 

Racks  for  mallets  and  hand 
screws  

.68 

2.68 

1 

Nail  cabinet  

7.50 

12.50 

1 

Stain  cabinet  

2.10 

5.10 

488 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  6 — District  School     Manual    Training — Productive  Report  of 
Work  Done  for  Schools— 1915-1916— Continued. 


No. 

DESCRIPTION  OF  ARTICLE 

Cost 
of 
Material 

Esti- 
mated 
Com- 
mercial 
Value 

Total 
Value 

1 

29 

Shop  No.  18 
1 
1 
1 
1 
1 
1 
1 
1 
1 

Shop  No.  23 
1 
8 
3 
1 
1 
2 
27 
3 
Shop  No.  25 
12 
1 
72 
5 
6 
1 
1, 
1 
1 
6 
1 
1 
6 
Shop  No.  £6 
27 
25 

Mounts  for  models  

.60 

1.28 
.51 
13.20 

1.40 
2.80 
.85 
.85 
1.25 
.80 
.60 
.40 
.25 
1.50 

3.00 
1.40 
1.05 
1.75 
.75 
1.50 
.72 
1.25 

.60 
.10 
.25 
.25 
.10 
1.60 
.50 
.30 
.55 
.10 
1.60 
.50 
.30 

.54 
1.25 

.75 
2.78 
1.11 
60.00 

2.25 
4.50 
1.00 
1.00 
4.00 
1.50 
1.50 
1.00 
2.50 
10.00 

8.00 
3.00 
1.50 
3.75 
1.25 
3.25 
1.00 
2.75 

3.00 
.40 
.75 
.75 
.50 
4.50 
1.50 
1.00 
2.00 
.50 
4.50 
1.50 
.85 

1.62 
5.20 

$154.39 

$29.25 
$24.50 

$18.75 

Mounts  for  wood  specimens  .  . 
Rack  for  lumber  

Mechanical  drawing  tables  .  .  . 
Book  stand  

Book  stand  

Dumbbell  rack  

Indian  club  rack  

Trellis  

Nail  cabinet  

Grinder  

Coat  rack  

Picture  frame  ... 

Screens  

Store  and  counter  

High  jump  standards  

Chart  strips  

Halltree  

Easel  

Pressing  bucks  

Portfolio  racks  

Chairs  refinished  

Toilet  paper  holders  

Directory  frame  

Flag  holders  

Foot  rests  

Blocks  

Medicine  cabinet  

Flat  boat  

Log  cabin  

Prairie  schooner  

Blocks  

Large  medicine  cabinet  
Box  for  file  

Foot  rests  

Sandpaper  blocks  

Bench  hooks  

APPENDIX 


489 


Table  6 — District   School   Manual    Training — Productive    Report  of 
Work  Done  for  Schools— 1915-1916— Continued. 


No. 

DESCRIPTION  OF  ARTICLE 

Cost 
of 
Material 

Esti- 
mated 
Com- 
mercial 
Value 

Total 
Value 

14 

Shoemaker  stools  

4.30 

14.00 

4 

Exhibit  boards  

.35 

1.60 

1 

Blackboard  frame  :  . 

.35 

.65 

24 
1 

Shoemakers  cutting  boards  .  .  . 
Table  enameled  white  

2.84 

3.00 
4.00 

$30.07 

Shop  No.  39 
1 

Easel  rack  

.08 

.10 

15 

Blocks  

.20 

.25 

1 

Fireplace  for  play  

.70 

.90 

60 

Pinwheel  sticks  

.08 

.10 

1 

Scepter  for  play  

.03 

.05 

1 

Scythe  for  play  

.06 

.10 

15 

Number  counters  

.25 

.30 

Type  case  stands  

15.00 

50.00 

$51.80 

Shop  No.  41 
I 

Map  rack  

85 

1.50 

40 

Storage  galleys.  

1.80 

4.00 

4 
1 

Triple  composing  stands  
Stock  cabinet  

12.75 
4.75 

40.00 
25.00 

1 

Imposing  stone  table  

1.75 

6.00 

1 

Side  stand  

.75 

2.00 

1 

Platform  

2.00 

3.00 

15 

Bench  hooks  

.90 

3.00 

1 

Case  cabinet  

3.00 

10.00 

1 

Print  roller  cabinet  

.50 

1.50 

$96.00 

Shop  No.  43 
30 

Art  boards  

3:00 

4.50 

1 

Exhibit  hanger  

1.00 

2.50 

4 

3-fold  screens  

12.00 

20.00 

4 

Pedestals  

8.00 

20.00 

$47.00 

Shop  No.  44 
3 

Try  square  boxes  

.10 

1.25 

1 

Book  rack  

1.50 

10.00 

$11.25 

Shop  No.  45 
1 

Tool  rack  remodeled  

.50 

2.50 

1 

Set  bench  stops  

.25 

1.00 

1 

Book  rack  

1.33 

5.00 

$8.50 

Shop  No.  49 
1 

Lunch  table  

.60 

4.00 

1 

Hall  tree  

1.00 

2.00 

4 

Medicine  cabinets.  

10.00 

20.00 

$26.00 

490 


Table  6 — District  School    Manual    Training — Productive  Report  of 
Work  Done  for  Schools — 1915-1916— Continued. 


No. 

DESCRIPTION  OF  ARTICLE 

Cost 
of 

Material 

Esti- 
mated 
Com- 
mercial 
Value 

Total 
Value 

Shop  No.  50 
I 

Nail  cabinet  

1.50 

3.50 

1 

Tool  rack  

1.50 

3.00 

Back  in  locker  

5.50 

7.50 

I 

Back  and  floor  in  stain  cabinet 
Short  stock  rack  

1.00 
1.00 

1.50 
1.50 

1 

Paper  cutter  cabinet  

.75 

1.50 

I 

Medicine  cabinet  

1  00 

2.00 

I 

Filing  box  

.25 

.50 

1 

Telephone  stand  

3.00 

7.50 

1 

Umbrella  stand  

1.50 

3.50 

1 

Davenport  

7.00 

15.00 

$37.00 

Shop  No.  51 
I 

Set  book  shelves  

1.15 

5.00 

4 

Easels  

.90 

4.00 

6 
1 

Footstools  for  primary  grades 
Loom  shelf  

.36 
.90 

1.50 
2.50 

4 

Frames  

2.00 

4.00 

2 

Frames  ;  

1.04 

2.00 

Templates  for  boxes 

.10 

1 

Medicine  chest  

4.77 

8.00 

1 

Filing  case  

.40 

.75 

$27.75 

Shop  No.  62 
1 

Wand  rack  

.50 

3.00 

3 

Large  panel  doors  

2.50 

6.00 

3 

Doors  hung  on  cabinet  

1.00 

Painted  entire  shop  

.70 

3.50 

1 
1 

Filing  cabinet  for  Curtis  Tests 
Medicine  cabinet  

.25 
1.60 

1.00 
4.50 

25 

1 

Boxes  for  drawing  instruments 
Tool  rack  rebuilt  

1.75 
10 

6.25 
2.00 

1 

Medicine  cabinet  

1.60 

4.50 

1 

Wand  rack  repaired  

.15 

.75 

1 

Lid  for  clay  jar  

.25 

.50 

12 

Repaired  sewing  machines.  .  .  . 
Loom  needles  

.05 

.10 

1.50 
.75 

1 

Large  towel  rack  

.15 

.25 

1 

Easel  repaired  .    . 

.05 

.60 

1 

Filing    cabinet    for    drawing 
books  

.25 

1.00 

1 

Telephone  directory  

.10 

.35 

APPENDIX 


491 


Table  6 — District  School    Manual    Training — Productive    Report  of 
Work  Done  for  Schools — 1915-1916 — Continued. 


No. 

DESCRIPTION  OF  ARTICLE 

Cost 
of 

Material 

Esti- 
mated 
Com- 
mercial 
Value 

Total 
Value 

1 

Lathe  repaired  

3.00 

Doors  for  large  cabinet  

1.75 

3.00 

1 

Medical  card  box  

.30 

1.25 

1 

Office  davenport  repaired  and 
refinished  

.10 

3.00 

1 

Chair  

3.50 

10.00 

1 

Large  desk  

15.00 

40.00 

$97.70 

Shop  No.  54 
1 

Material  cabinet  

25.00 

50.00 

1 

Stain  bench  

2.00 

5.00 

8 

Foot  rests  

.48 

1.00 

3 

Saw  horses  

1.20 

2.00 

3 

Saw  racks  

.40 

1.00 

1 

Nail  and  screw  cabinet  

2.10 

5.00 

$64.00 

Shop  No.  55 
1 

Buffet  finished  

1.00 

2.50 

5 

Drawers  

1.80 

4.00 

1 

Folding  tool  board  

3.60 

8.00 

1 

Exhibit-roadway,      furniture, 
houses,  wagons,  etc 

2  00 

5  00 

•• 

Shop    benches    surfaced    and 
finished,  and  new  tool  racks 
on  benches  

1.00 

8.00 

1 

Guard  for  band-saw  belt  

.35 

1.00 

$28.50 

Shop  No.  57 
1 

Sand  table  top  

.75 

3.00 

3 

Printers'  work  banks  

7.50 

20.00 

1 

Tool  cabinet  

1.50 

5.00 

2 

Printers'  storage  case  racks  .  .  . 

5.00 

1 

Stain  bench  

3.00 

1 

Medicine  cabinet  

.60 

2.50 

$38.50 

Shop  No.  60 
3 

Fern  stands  

1.65 

6.00 

8 

Drying  racks  

2.00 

5.00 

30 

Storage  galleys  

3.00 

5.00 

24 

Sawing  boards  

.40 

3.00 

1 

Set  book  shelves  

.84 

6.00 

Addition  for  stage  

4.85 

10.00 

$35.00 

Grand  total 

$1,306.00 

492 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table    7 — Emmerich     Manual    Training    High  School — 
Shop  Output  for  the  School  Year  1915-1916. 

CABINET-MAKING 


NAME  OF  ARTICLE 

No. 
Made 

For 
Home 

For 
School 

NAME  OF  ARTICLE 

No. 
Made 

For 
Home 

For 
School 

Tables,  library  

75 

v/ 

Tea  wagons  . 

2 

Y/ 

Cedar  chests  

29 

v/ 

2 

Y/ 

Telephone  stands  

22 

V 

Table  lamps  

2 

Y/ 

Piano  benches  

13 

v/ 

China  closet  

1 

Y/ 

Book  cases  

12 

Y/ 

1 

Y/ 

Music  cabinets  

7 

Y/ 

1 

Y/ 

Chairs  

6 

v/ 

Lockers  (teachers)  

2 

Y/ 

Pewing  tables  

5 

v/ 

Key  case  

1 

Y/ 

Writing  desks  

5 

v/ 

1 

Y/ 

Porch  swings  

4 

Y/ 

Halltrees  

3 

Y/ 

Y/ 

Pedestals 

3 

Y/ 

Flower  stands  

3 

v/ 

Y/ 

Dressing  tables    

2 

Y/ 

24 

Y/ 

Hall  seats   ...           ... 

2 

Y/ 

etc  

Y/ 

191                                                                                  9                      75 
FORGING 

Library  lamps  

54 
32 
25 
21 
21 
9 
3 
2 

V 
V 
V 
V 

V 

V 
V 
V 

1       Y/ 

Copper  trays  

Lamp  shade  

1           v/        

Desk  lamps  

Basket  ball  rings  (p'rn)  .  . 
Stretchers  (made  of  tub- 

2       V      

Domes 

Luggage  carrier  (bike)  .  .  . 
Umbrella  stands  

Tongs 

50  

Jardiniere  stands  

Note.—  All  tongs  used  in  the  forge-shop  are  made  by 
the  pupils,  as  well  as  punches,  chisels,  drifts,  etc. 

Double  desk  lamps  

167                                                                                  5                      60 
PATTERN-MAKING 

Simple  machine  parts  
30"  gear  

For  elementary  work. 
V 
V 
Skeleton  pattern. 
v7 
For  auto. 
v' 
52"  long  (for  apec'l  jobs). 
V 

V 

V 
V 
4"  bore  6"  stroke. 
2  cylinder  2  cycle  3i"i4". 

Model    to   show    sweep 

24"  fly  wheel  

18"-90°L  

A  one-rope  belt  shift.  .  .  . 

Int.  &  exh.  manifold  
Gear  shift  case 

Marine  gas,  engine  

Shoe  shining  support  
Lathe  bed  

8"  emery  grinder  

FOUNDRY 

The  foundry_madc  the  cast  ings' used  in  the  E.  M.  T.  H.  S.  machine  shop  for  both  day  and  evening  school 
and  also  thosejued  in[.the  vocational  machine  shop  at  the  Technical  High  School. 


APPENDIX 


493 


Table    7 — Emmerich    Manual  Training    High    School — Shop 
Output  for  the  School  Year  1915-1916 — Continued. 

MACHINE   SHOP 


NAME  OF  ARTICLE 

No. 
Made 

For 
Home 

For 
School 

NAME  OF  ARTICLE 

No. 

Made 

For 
Home 

For 
School 

Emery  stands  

3 
3 
2 
3 
4 
1 
1 

V 
V 
V 
V 
V 
V 

13"  drill  press  (not  fin- 
ished)   

1 

Rapid  acting  vises  

Rebuilt  gas  engs  

Rotary  spark  gap  

1 
1 
1 

1 
1 
26 
3 

V 
V 
V 
V 
V 

Nob 
pupils 
3  lathe 
repairs 

Cycle  cars  

Wireless  outfit  

Auto  parts  

Motor.  .  . 

Auto  theft  lock  

Lathe 

Overhauling  st.  eng  

For  phys.  lab. 

Unicycle  

Steam  engine  

1 

V 

5—  These      26 
worked  on  the 
s,  special  tools, 
,  etc.,  etc. 

Wood  turning  lathes.  .  .  . 

17 


DRAWING 


Pupils  in  the  mechanical  drawing  department  took  the  sketches  as  they  came  from  the  freehand  drawing 
department  and  made  mechanical  drawings,  tracings,  and  blueprints  for  the  boys  to  work  from  in  cabinet-making. 
The  advance  mechanical  drawing  pupils  made  the  drawings  required  in  the  pattern  and  machine  shop. 


Note. — The  pupil  furnishes  the  material  for  all  things  made  for  the  home. 
December  1916. 


494 


INDIANAPOLIS  VOCATIONAL  SURVEY 


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APPENDIX 


495 


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498  INDIANAPOLIS  VOCATIONAL  SURVEY 

Table  9 — Part-time  Vocational  Courses  in  Grade  Building  1915-1916. 


1 

Part-time  Vocational  Courses. 

Subject 

Number 
of 
classes 

Hours 
per 
week 

Number 
of 
weeks 

Number 
of 
sessions 

Days  and 
hours  of 
meeting. 

Enroll- 
ment (all 
female) 

Aver- 
age at- 
tendance 

Materials 
furnished 
by 

2 

Millinery  — 

1 

ii 

14 

14 

Fri.  3:45-5:15... 

17 

•  10 

Pupils 

3 

Millinery.  .  . 

1 

H 

7 

8 

Wed.  1:30-3:00.. 

58 

13 

Pupils 

3 

Sewing  

1 

H 

7 

7 

Fri.  1:30-3:00... 

15 

10 

Pupils 

3 

Cooking  — 

1 

14 

9 

9 

Mon.  1:30-3:00.. 

27 

16] 

School  Board 

4 

Millinery... 

2 

3 

10 

20 

Tues.  1:45-4-45. 

23 

8 

Pupils 

10 

Sewing  

1 

3 

9 

19 

Mon.-Fri.    1:30 

3:00  

27 

9 

Pupils 

10 

Millinery... 

2 

1* 

9 

19 

Thurs.   9:30-10 

Fri.  3:00-4-30.. 

36 

11 

Pupils 

12 

Sewing  

1 

<i 

28 

95 

Wed.  3:00-4:30.. 

(1) 

(1) 

Pupils 

17 

Cooking  

1 

li 

8 

8 

Wed.3:(XM:30.. 

22 

7 

School  Board 

18 

Millinery..  . 

1 

3 

14 

41 

Mon.-Wed.3:15 

4:45  

73 

13 

School  Board 

18 

Sewing  

1 

3 

11 

20 

Tues.  Thurs. 

3:15-4-45  

30 

8 

School  Board 

25 

Millinery.  .  . 

1 

H 

9' 

11 

Wed.  3:  15-4:45.. 

19 

10 

School  Board 

35 

Cooking  

1 

3 

18 

32 

Tues.  Wed.  3:00- 

4:30       

20 

8 

School  Board 

36 

Millinery.  .  . 

3 

4* 

19 

157 

Mon.  Wed.  Fri. 

10:30-12:00- 

1:30-5:00  

115 

13 

School  Board 

39 

Millinery.  .  . 

1 

3 

12 

24 

Tues.  Thurs. 

2:15-4:45  

78 

13 

Pupils 

39 

Sewing  

1 

3 

12 

23 

Mon.  Wed.  3:15- 

4:45  

26 

8 

Pupils 

39 

Cooking  

1 

3 

19 

34 

Mon.  Tues.  3-15- 

4:45    

54 

17 

School  Board 

43 

Millinery.  .  . 

1 

3 

17 

37 

Wed.  1:3(M:00.. 

55 

7 

Pupils 

44 

Sewing  

1 

3 

12 

22 

Tues.  Fri.  3:00- 

4:30  

19 

10 

Pupils 

45 

Millinery.  .  . 

4 

3 

11 

92 

Tues.  1:30-3:00 

Thurs.  10-12 

Fri.  10:30-12 

133 

9 

Pupils 

60 

Millinery.  .  . 

1 

3 

8 

16 

Mon.  Wed.  3:15- 

4:45  

27 

10 

Pupils 

60 

Cooking  

1 

Ii 

12 

13 

Thurs.  3:15-4:45 

23 

12 

School  Board 

52 

Millinery..  . 

1 

3 

22 

79 

Mon.  Fri.  3:15- 

4:45  

(1) 

(1) 

Pupils 

52 

Sewing  

1 

3 

16 

95 

Tues.  Thurs. 

2:15-4:45  

(1) 

(1) 

Pupils 

64 

Millinery... 

1 

3 

13 

66 

MOD.  Thurs. 

3:00-4:30  

86 

11 

Pupils 

00 

Cooking.... 

1 

3 

19 

42 

Wed.  Fri.  3:00- 

4:30  

77 

14 

School  Board 

66 

Millinery..  . 

1 

4i 

15 

52 

Wed.  9:00-10:30 

1:30-4:30  

74 

13 

Pupils.... 

Mon.  9:00-10:30 

66 

Cooking  

3 

U 

15 

43 

Mon.  3:  15-4:45.. 

85 

13 

School  Board 

Tues.  1:30-3:00  . 

66 

Sewing  

1 

Ii 

11 

11 

Tues.  3:15-4:45 

12 

8 

Pupils 

(1)    The  combined  enrollment  and  average  attendance  of  two  classes,  one  afternoon  and  one  evening,  was  as 
follows:    School  12,  tewing  76  and  13;  School  52,  millinery,  61  and  11;  and  sewing,  50  and  7. 


APPENDIX 


499 


Table  10 — Occupations  Represented  by  Permits  Issued  to  Children  of 
School  Age— April  1,  1913- July  31,  1916. 


OCCUPATIONAL 

OR 

INDUSTRIAL  GROUP 

Number  of  Permits 

OCCUPATIONAL 

OR 

INDUSTRIAL  GROUP 

Number  of  Permits 

Total 

Issued 
to 
Boys 

Issued 
to 
Girls 

Total 

Issued 
to 
Boys 

Issued 
to 
Girls 

Total        

9,400 

3 
29 
22 
165 
12 
3 
21 

11 
2 
69 
2 
4 

3 
3 

1 
11 
18 

4 
10 
15 
24 
5 
10 
3 
5 

1 
80 
64 
3 
91 
3 
97 
41 
522 
107 
10 
26 
29 
5 
5 
1,122 
14 

16 
22 
6 

5,105 

1 

18 
16 
2.. 
10 
3 
21 

8 
2 
27 
2 
4 

4,295 

2 
11 
6 
163 
2 

Core  makers  

9 
5 
66 
4 
4 
17 

1 
3 
225 
233 
17 
90 
6 
20 

14 
4 
10 
22 
103 
5 
23 
7 
2 
163 
2 
5 

48 
36 
28 
10 
98 
38 
12 
2 
9 
35 
14 
3 
5 
3 
29 
2 
8 
29 
21 
7 
18 

.  8 
5 
61 
4 
4 
15 

1 
3 
214 
233 
16 
90 
6 
20 

1 

Bag  factory: 
Carriers  

Helpers  

Grinders  

Off-bearers 

5 

Overlookers  

Machine  testers  

Type  room  workers  — 
Basket  finishers  

Off-bearers  

Sorters  

2 

Bellboys  and  pages  
Biscuit  company: 
Helpers  

Furniture  factory: 
Assembler  

3 

Gluer      

11 

Packers  

42 

Off-bearers  

Pan  boys  

Pad-makers  
Sanders  

1 

Scrap  boys  

Bleaching  factory: 
Bobbin  winders  

3 
3 

Sweepers  

Gardeners  

Creelers  

Glove  factory: 
Cuff  workers  

14 
2 
10 
21 
103 
5 
23 
7 

Cutters  

1 

7 
10 

1 

Doffers  

4 

8 

3 
10 
9 
6 

Cutters  

2 

Helpers    

Helpers       

Running          drawing 
frames.  

1 

Inspectors  and  turners. 
Machine  operators  — 

Spoolers  

Spinners  

6 
18 
5 
9 
3 
5 

1 

Sweepers  

Packers  

Bootblacks  

Spreaders  

2 

Bottle  cleaners  and  fillers 
Button  boys  

1 

Turners          

163 
2 

4 

12 

8 

Hair  dressers  
Hat  makers  

Caddies  

1 

48. 
24 
20 
10 
40 
31 
12 
2 
8 
23 
14 
1 

Candy  factory: 
Cutters  

Helpers: 
Auto  company  

Dippers  

80 
38 

90 

Helpers  

26 
3 

1 
3 

Bedspring  factory  
Blacksmith  

Machine  workers  
Packers  

58 
7 

Starch  boys  

Tray  girls  

97 
15 

Buggy  company  

Coat  checkers  

26 
522 
107 
10 

Butcher  shop  

Delivery  boys  

Can  factory  

1 
12 

Wagon  boys  

Door  boys  

Dressmakers'  assistants.  . 
Drill  press  hands  

26 

Casket  company  

2 
5 

29 
5 
5 

875 

Chewing  gum  factory.  . 
Cobbler            

Elevator  boys.  

3 
5 
2 
8 
16 
21 
7 
18 

Engravers  

24 

Errand  boys  and  girls  — 
Feather  combers     .   . 

247 
14 

1 

12 

Foundry: 
Bundlers  

15 
10 
6 

Drug  company  

13 

Electrical  company  .  . 

Chain  workers 

Chippers  

Hardwood  fl.company  . 

500 


INDIANAPOLIS  VOCATIONAL  SURVEY 


Table  10 — Occupation  Represented  by  Permits  Issued  to  Children  of 
School  Age — April  1,  1913-July  31,  1916— Continued. 


OCCUPATIONAL 

OB 

INDUSTRIAL  GROUP 

Number  of  Permits 

OCCUPATIONAL 

OR 

INDUSTRIAL  GROUP 

Number  of  Permits 

Total 

Issued 
to 
Boys 

Issued 
to 
Girls 

Total 

Issued 
to 
Boys 

Issued 
to 
Girls 

Helpers  —  Continued: 
Harness  company  

2 
31 
6 
2 
3 
50 
2 
8 
7 
IS 
7 
8 
64 
8 

19 
10 
2 
28 
11 
546 
14 
5 
3 

9 
7 
14 
11 
5 
1 

208 
19 
10 

1 
10 
13 

8 
9 
17 
60 
10 

1 

31 
5 
2 
3 
47 

1 

Machine  operators.  .  . 

20 
3 
7 
372 
30 
268 
2 
21 

12 
49 
30 
2 
2 

7 
15 

1 
366 
41 
1 
139 
30 
8 
82 
102 
568 
24 
7 
31 
389 
4 

31 
2 
16 
4 
2 
18 
9 

332 
33 

820 

20 
3 

Jeweler  

1 

Sweepers  

7 
372 

Messengers 

Lumber  company  

Milliners'  assistants.  .  .  . 
Office  boys  and  girls  — 
Pin  setters  (bowling)  .  .  . 
Porters  (general) 

30 
112 

3 
2 

156 
2 
21 

5 
42 
28 
2 
2 

3 
3 

Optical  company  

8 
6 
18 
7 
8 
63 

1 

Printing  shop: 

7 
7 
2 

Plasterer  

Helpers     

Plumber     

Pressfeeders  

1 

8 

18 
3 

Shirtwaist  factory  .... 

1 
7 
2 
28 
11 
28 

Restaurant: 

4 
12 

1 
199 
37 
1 
129 
25 
4 
80 
19 
532 

Starch  works  

Waiters 

Tinner             

Retail  store: 

Cash  boys  and  girls  — 
Cashiers    

167 

4 

Houseworkers    

518 
14 

5 
3 

Inspectors,  wrappers.  . 

10 

5 
4 
2 
83 
36 
24 
7 
29 

Laundry  worker*: 
Flat  work    

9 
7 
9 
11 
5 
1 

13 
2 
2 

Sales  boys  and  girls  
Stock  boys  and  girls.  .  . 
Wrappers  

Folders         

Helpers  

5 

Wrapper,  errand  boys. 

Manglers 

Starchere    

Soda  fountain  clerks  
Telephone  operators  
Ticket  sorters  in  R.  R.... 
Tile  factory: 
Ceramic  workers  . 

2 
389 

Meat  packing  company: 
Handy  boys  and  girls.  . 
Helpers    

195 
17 
8 
1 
7 
13 

4 

20 

11 
2 
4 

2 

I<abelers  

Machine  workers  
Packers           

Edgers 

3 

12 
2 
2 

Pasters 

Men's  tailoring: 
Baatcrs  

8 
8 
17 
32 
0 

Sorters 

Typist      

18 

224 
14 

285 

Cleaners  

1 

Water  boys  

9 

108 
19 

535 

Handworkers  

Not  specified: 
Minors  (over  sixteen).  . 

Helpers  

28 
1 

Labelcrs       

Vacation  and  holiday.  . 
workers  

APPENDIX 


501 


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17  Cooking  and  millinery  
18  Sewing  and  millinery  
19  Commercial  art  and  design  .  .  . 
20  Commercial  design  
21  Home  planning  
22  Home  dressmaking  

23  Electricity  
24  Electrical  construction  
25  Director  
26  Machine  shop  practice  

27  Machine  drafting  and  blueprint 
28  Forging  

APPENDIX 


503 


-:-     ««          ~~««        - 

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Issssa*0 

BULLETINS    OF    INDIANA    STATE    BOARD    OF 

EDUCATION. 

VOCATIONAL  EDUCATION  SERIES. 

(The  following  publications  on  Vocational  Education  have  been  issued  by  the  Voca- 
tional Division  of  the  Department  of  Public  Instruction  and  may  be  had  free  of 
charge  by  addressing  the  Vocational  Division,  Department  of  Public  Instruction,  or  the 
Director,  W.  F.  Book.)  Those  marked  (*)  arc  out  of  print.) 

Tentative  Course  of  Study  in  Industrial  Subjects  for  Public 
Schools  of  Indiana,  Parts  I,  II  and  III.     203  pp.    August,  1913. 
Letter  of  Information  to  Superintendents  and  School  Boards,  on 
Vocational  Education,  6  pp.,  July,  1913. 

Present  Status  of  Industrial  and  Vocational  Work  in  Indiana. 
Report  to  Superintendents  and  School  Boards  of  State,  November 
7th,  1913.  8  pp. 

No.  3.  The  Training  and  Certification  of  Teachers  for  Agricultural, 
Industrial  and  Household  Arts  Subjects  in  the  Public  Schools  of 
Indiana.  36  pp.  February,  1914. 

No.  4.  Vocational  Education  in  Indiana.  Information  Relating  to  the 
Establishment  and  Administration  of  State-Aided  Vocational 
Schools.  48  pp.  March,  1914. 

Regulations    Governing    Vocational    Agricultural    Schools    and 
Departments  in  Indiana.     15pp.    April,  1914. 
Prevocational  Agricultural  Work  in  the  Public  Schools  of  In- 
diana.   31  pp.    July,  1914. 

Suggestions  for  the  Study  of  Vocational   Education    in    Town- 
ship Institutes.     40  pp.     Reprinted  from  Outlines  for  Township 
Institutes  for  1914-15. 
*No.    7.     Helps  for  Teachers  in  Agriculture :  • 

Parti.     September-October,  1914.     14pp. 
Part  2.     November-December,  1914.     14  pp. 
Part  3.     January -A  pri],  1915.     30pp. 

"No.    8.     Helps  for  Domestic  Science  Work  in  Seventh  and  Eighth  Grades : 
Part  1.     September-October,  1914.     25  pp. 
Part  2.     Novembei'-December,  1914.     22  pp. 
Part  3.     January-February,  1915.     24  pp. 

No.    9.     Letter  of  Information  Regarding  the  Licensing  of  Teachers  to 
Teach  Elementary  Agriculture,  Elementary  Domestic  Science  and 
is  trial  Arts  in  tho  Indiana  Public  Schools.     7  pp.     January 
1.  19 

*No.  9n.  First  Annual  Report  on  Vocational  Education  in  Indiana.  Re- 
printed from  2?tn  Biennial  Report  of  Supt.  Public  Instruction. 
61  pp.  December  1 ,  1 9  L4. 

No.  10.  Prevocational  Agricultural  Courses  for  the  Public  Schools  of 
Indiana.  223  pp.  April,  1915. 

11.  What  the  Public  Schools  of  Indiana  are  Doing  in  Prevocational 
Agricultural  Work.     30pp.     June,  1915. 

12.  State  Course  of  Study  in  Industrial  Arts  for  the  Public  Schools 
of  Indiana.     43pp.     August,  1915. 

No.  13.     State  Course  of  Study  in  "Domestic  Science"  for  the  Public  Schools 

of  Indiana.     126pp.     August,  1915. 

14.     One  Phase  of  Agricultural  Education  in  Indiana.     Supervision  ef 
;o  Project  Work.     30  pp.     February,  1916. 

;  Home  Project  Work.     44  pp.     January,  1917. 


